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" "So Trump was 29% likely to win. What does 29% mean?” he asks. This is an odd question for many: they’re doing a Master’s degree at Harvard, and they’re being asked what a percentage means. The question is aiming at the gut reaction of the brain to the number. Inevitably, students think it might be a trick question. Dan waits a while, and when no-one raises their hands, he breaks away from the example to tell a story: “You know, when I first started teaching, I was terrified of silence. I thought, ‘oh my god, I’ve got to do something, they’re not saying anything’.” The class laughs: he has eased the tension created by the silence. “The more I taught, the more I realised that silences are important in a class – they give time for people to think. These days, I’m not afraid of silence at all.” After a few seconds, a woman puts up her hand. “Well, obviously, I knew that it meant there was some chance that he would win. But it was still a shock that the 29% happened.
David Franklin is an art historian with expertise in Italian Renaissance art, a curator, and a former art museum director.
Biography information from Wikipedia
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With these issues in mind, Dan has a unique way of tying exams into the learning process. After attending a workshop run by the Nobel Prize winner Carl Wieman, he was converted to the idea of two-stage exams. The first stage of the exam is the same as any other. The second stage brings the students together in groups of four, and gives them all a subset of the questions they just answered in the first stage. The students are encouraged to discuss their answers in their groups, and they all submit a second version. Groups who manage to improve upon the students’ individual scores get a small boost in the final outcome.