Timeline for Should one point out exceptions to blanket statements?
Current License: CC BY-SA 4.0
5 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| 2 days ago | comment | added | JeffUK | "will this be on the test" or more importantly "Will I get marked down for saying mammals don't lay eggs" | |
| 2 days ago | comment | added | Jon Custer | After the first semester, every science course should start with “we lied last semester - everything is more complicated than we taught.” | |
| 2 days ago | comment | added | pyrochlor | Terry Pratchett called the concept lie-to-children. You need to simplify to learn and start where the student is at. Step by step it gets less simpler and more "correct" . No brain can at once take all the details in for most topics. If you understood the rule it's easier to understand the exception ore the mite complex model. We start with the mini solar system atom that is good enough for basic chemistry. We don't start with the Orbital model | |
| 2 days ago | comment | added | Dave L Renfro | Your last sentence is something I learned quite early in my teaching, and while it didn't prevent me from bringing up such things, I did try (emphasis on "try") to restrain myself and keep the unimportant (for nearly all students at this stage of their learning) corrections/tangent-comments limited to things that could be said quickly and which I also thought would be of some benefit to at least a handful of the students -- as "food for thought", or by previewing something these few students might later encounter. Even so, there's no doubt that I often overdid this. | |
| 2 days ago | history | answered | user67527 | CC BY-SA 4.0 |