This article presents a pedagogical-visual process developed in a traditional frontal-format course with a multi-identity group of students set in a large lecture hall. It examines an assignment that required students to analyze a meaningful personal photograph and connate it culturally, while internalizing visual general patterns utilizing a…

Forty U.S. and 70 Israeli occupational therapy students received lecture or group discussion treatments in groups based on active versus reflective learning styles. Matching reflective style with lectures and active style with discussion resulted in better problem-solving performance and shorter learning time. (SK)