Re: examples vs problem-solving: I found that attempting a problem that was beyond me would prime my mind, so that when I read the solution, my mind would grab

Re: examples vs problem-solving: I found that attempting a problem that was beyond me would prime my mind, so that when I read the solution, my mind would grab it. Like an enzyme. Apart from focusing on the relevant aspect of the material, it also provides motivation, and then satisfaction though tension and release. Something of a drama/sales technique. [EDIT it also combats that feeling of not having learnt anything in 3 years, by giving contrasting experiences of not-knowing and knowing. All humans are intelligent; I believe learning is just a matter of paying attention, which requires motivation and confidence. A sense of progress helps both.] I tried this on a class when I was tutoring at uni, and it seemed to work well. Students were surprisingly interested in the answers to puzzles I put on the board at the start of each tute, even though I didn't refer to them, and several did extremely well in the subject. Unfortunately, I have no comparative data with other tutes, due to "privacy issues", which averages would have overcome. So much for my dept's interest in teaching quality.