So some instructors seem to believe that the learning of facts or concepts, or helping students remember facts and concepts—or even procedures or basic skills—falls beneath them; they are interested only in higher order activities like critical thinking or making judgments or creating new knowledge. College instructors seem especially prone to this desire to hop over the bottom layer of the pyramid—or, more charitably, to assume either that elementary and secondary education should have helped students learn how to remember things or that students should master knowledge outside of class and
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