was team teaching; now FACTS?

QDurham qdurham at aol.com
Tue Jul 13 17:27:23 EST 1999

Jperry wrote(in part):
>Each year I struggle with the issue of concept vs. content. I really WANT to
reduce the incredible number of facts that I love so dearly>>

Not all that tough to at least start.  Kindergarten teachers do it all day
1.  Make all exams open book.  We claim to dislike rote memory and approve of
research skills, so we then take down the periodic table during a chem quiz and
cover up the map in a geography exam.  

With open or closed book, the question "What's the capitol of California?"
plumbs nobody's depth of understanding. However, open or closed, the question
"Why is Sacramento the capitol of California?" requires some fundamental

One big problem with open book exams is that they are a hell of a lot harder to

Any question that can be answered by use of  reference materials is suspect.

>In order to make sure we're doing what we want to do, let's develop an agreed
upon assessment (a practical tool that does not cost a fortune to administer)
and then let's use it!!!>

The Devil is in the details.  Exactly the same concept as paying the good
teachers more than the bad ones.  How?  The devil is in the details.


More information about the Plant-ed mailing list