The questionnaires were completed quasi-anonymously by the panellists; that is, the panellists knew the identities of some or all of the other individuals but did not know how they individually responded to any of the questions in any round.
4. WRAP-UP/HOMEWORK: Students individually respond to the following prompt (written on the board for easier student access): "Write a version of the article from The New York Times you chose in class for a younger child.
4. WRAP-UP/HOMEWORK: Students individually respond to the following prompt (written on the board for students to copy prior to leaving class): "Imagine that the United States has decided to establish a national I.D. system, and you have been put on the committee that will determine what types of information will be kept on this database.
4. WRAP-UP/HOMEWORK: Students individually respond to the following prompt (written on the board for students to copy before leaving class): "Imagine that you are an editor of a local newspaper who has just attended the press conference your class gave on Titan.
For homework, students individually respond to the following prompt (written on the board for students to copy prior to leaving class): "Read or skim the transcript for Mr. Bush's inaugural address, and select three quotations that best reflect what your group attempted to convey in your piece of the backdrop.
3. WRAP-UP/HOMEWORK: Students individually respond to the following prompt (written on the board for students to copy before leaving class): "Based on what you have learned at the Women in the World Forum, write a reflective piece that looks towards the future.
Time was provided for middle leaders to individually respond to the survey during one of their monthly meetings.
I don't want to individually respond to points that were made, in what has been an enthusiastic and a very thoughtful, and fruitful, debate, but rather develop a couple of the themes.
Which of the elements above is intimidating or thrilling to you? Fundamentally, the pace of change also comes down to how each one of us individually responds and adapts to the new aspects of work -- as the emphasis shifts to whom you work for and what you do, not 'where' you work.
This provided evidence of whether or not students individually responded similarly at each time point.
