• What students learned
• Other reflections
• Assigning students to groups
• Making groups more dynamic
• Questioning strategies
• Keeping students on task
• Achieving standards
• Hands-on learning
• Challenges for students
• How you know the lesson is working
• Role of the teacher
• Teaching controversial issues
• Constructivist teaching
• Using a variety of teaching methodologies
• Connecting constructivism and civics
• Her background
• Her evolution as a teacher
• How to get started
• Role of technology

Leslie Martin: In figuring out how to get more participation in the small groups, I think about it several times during the class period. Every time I think about it, I am making choices behind the scenes saying, “Ok, do I go on teaching the direct lesson? Do I stop for a moment and debrief? Do I go to the group and say, ‘Is everybody participating? Are you getting all of the input?’ Is it worth stopping the lesson in that moment for them to reflect on what they are doing?” I would really have liked after each group made their presentation to have the groups [ask themselves], “What worked about the group process? What did we do well? What didn’t we do well? Did everybody participate? What would we do differently to make sure that everybody participates on a relatively equal level?” I recognize that there will be leaders and students who are more reticent, but it’s that balance [that is important].