I guess looking back, it sounds a macabre, but I was very interested in it at the time.
I believe that the instructor was following a linear-rational model of instruction because we were given a very specific rubric to follow for our research and presentation. The rubric was a number of steps and criteria that needed to be met for each portion of the assignment. The research guide took us through a logical progression of sources of information. Very little was left to intuition or exploration. We were not given a question and then sent out to discover possible solution. We were not asked to use any sort of deductive reasoning in order to arrive at a conclusion either. What we were expected to do was to follow a scripted manner of gathering information and then we were to present the information to the class.
It was obvious to me that this learning activity was very well planned. The rubrics created by the teacher were detailed and logical. The information was extremely up to date as well. Websites and reference materials were current, so you could tell that this wasn’t just some lesson that the teacher would present in the same manner year after year. What was even more impressive is the way the teacher could comment on each of the presentations in a knowledgeable way. The discussion after each one of the presentations was as valuable as the student presentation itself.
This was especially true after one of the presentations was over. Being in high school, some giggles or inappropriate remarks were whispered after some of the presentations. This was especially true if any of the disease or defect had anything to do with sex or the ability to have sex. I remember the instructor being patient but never failing to correct students that would make comments that were out of line. After a presentation on a genetic disorder that altered the facial appearance of