I think far more is gained from essay questions or demonstrations. Good teaching is a lot of work, we shouldn't shy away from that out of convenience.

I think this unit could have emphasized more the difficulty in choosing proper assessments and the strategies for how to overcome those challenges. Isn't that very concerning given that assessments are, no matter how well oriented to the students, just one capture of one moment in time?

I was glad to see this mentioned. Part of the assumption in the socratic method was to challenge held beliefs. It seems that may be counterproductive to this unit in that sense. It is critical to have classroom dialogue but not that this is a side-effect. One that I think should be encouraged, but many teachers would struggle with.

Isn't much of this information outdated? We know that students have learning style preferences, but the degree to which it actually affects learning has been vastly overstated? Dan Willingham's study was pretty damning to this entire idea.