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A lesson that was presented to me that was hands on was in a science class. We were given a string and a metronome and told to simulate waves. That was it. The instructions were vague and very unclear, none of the metronomes were in proper working condition and we didn't have the tools we needed for success. None of the groups were able to accomplish anything that day and when it came time to replicate it for the test, every single one of us failed.

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When I was about eight years old, my dad bought me my first Rubik's cube and showed me how to solve it. This lesson re-enforced the concept of patterns and allowed me to see the results by using my hands to manipulate the cube. It also taught me about rhythm because I found it easier to focus and solve when I was consistent in my tempo and comfortable moving at a steady pace.

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In my senior math class, the teacher presented a lesson on how to calculate interest. She had us all find whatever house we wanted online, and assigned all of us a different interest rate. We used those numbers to calculate down payments, principal balances, interest costs, and monthly payments of owning a home. This allowed us to apply the math concepts to useful real-world scenarios.

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My husband tried to show me how to play a dice game that required a lot of calculations for a made-up fantasy world. I was frustrated because I could not understand how the calculations related to the game because he was just showing me the theory behind it. Playing the actual game was then very difficult because I did not know how to apply what I had learned to an actual scenario.

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I observed a music lesson that had the students learn a simple dance that required movement up and down. The kids thought that they were learning a simple dance. However, what they were actually doing was learning melodic movement because when they moved upwards, the melody rose and when they moved downwards, the melody fell. After the kids realized this they were more easily able to articulate melodic form and movement.

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I was once given a project to design a rollercoaster on a computer program. The intended purpose of the project was to teach us coding. Nowhere in the program was there a way to incorporate some of the coding that we were supposed to be applying so the lesson didn't really make sense and no one understood, when questioned, the actual purpose of the lesson other than to make a rollercoaster.

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At my job, we are given new projects by the doctor almost weekly. We then have a meeting to figure out ways to accomplish our goals and everyone is afforded input. Usually, this creates a system that works pretty well because we are able to discuss some possible obstacles and plan ways to overcome them.

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The dreaded group project. These are the environments where I am the least motivated to accomplish anything because it always ends up as one person doing all the work and the others taking most of the credit. No collaboration or communication takes place and all that happens is a stressful environment is created that usually ends in everyone angry at each other.

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I work in a surgery clinic and one of our main goals is to help our patients live better, healthier lives with less pain. Sometimes, the doctor will ask for opinions from all of us on ways to help a patient in a specific situation. This fosters an environment where goal-oriented learning and research is encouraged and practical. I am ten times more likely to remember the information and solutions we come up with because we were tasked with doing the research and problem-solving on our own, allowing me to engage in the process not just the outcome.

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State-mandated testing is the best example of a poorly executed assessment of standards. When these tests are looming, the main goal becomes learning just enough to pass the test instead of actually gaining the knowledge. There are things that I tested over many times that I can't recall or explain because the sole purpose of me learning them was to pass a test.