I think even more importantly then the solutions that are provided in this paper are the topics presented here. In all of our discussions we always talk about how people learn differently and what it means to learn differently but the only actual difference we ever talk about is working solitarily or working collaboratively.

Here we see that there are many other ways that people learn. And while I think we may be past the age where it would be appropriate to have students turn in a "Polymorphic Rap," I do think that there may be some other style of learning that could be adopted.

In last year's GISP a big deal was made over Brian McDonald's section in which he had student's act out a linked list. Many students said that this helped them understand it better then more traditional means. Taking this into account we adopted this lesson in our PizzaDex help session and had students come on stage to help act out the Holder pattern.

But what about other means? One could argue that our collaboration policy leads to interpersonal learning. But does it really? Probably not as well as it could. If we could find a way to enforce group skills on some level that was mandatory more students would have a real chance to see if it helped them. Also, what of intrapersonal learning? Could we somehow find a way to introduce this as well? What would intrapersonal learning mean in the CS realm?

I think if we can glean anything from this article it is that one can never be too multi-dimensional in their teaching approach for many people learn many ways. As educators it is our job to teach as diversely as possible so that we may benefit as many students as possible.

MY COMMENTS: I don't see how you can force people who don't learn in groups to take part in group efforts effectively. In terms of offering group efforts and interpersonal learning, I think the best setting would be section. Section already offers another place for students to learn, so its existence should be taken advantage of. Section leaders could have the students act things out, discuss problems, or just brainstorm together; many different teaching styles could be tested. This would help those students who don't tend to thrive by simply hearing things in lectures. Attendance need not be mandatory, however, since this would cater to those students who don't learn by lecture. For those who don't want to come to section, there is no reason to force them to be there.