Most educators agree that teaching for comprehension is the
priority. The student should have mastered the subject
developing an understanding of the material. This should
the student to apply the facts and principles in apporpriate
situations. However, that kind of teaching requires a great
of effort and skill. Under pressure to "cover" an exessive
of topics, it is much easier to simulate "higher level thinking"
rote techniques. Too often, to get a good evaluation, the
does not want to know how much the students really understand.
But to produce a plausable record to justify awarding high
Here are some examples you may find in the text books, with
which you can demonstrate to students that, "It says so in the
is not proof that it is true. Unfortunately, if they have
learned as true in a previous class, unlearning can be extremely
It is no longer necessary to use
or old data. The Internet provides access to the raw data
professional researchers work. Much of these data are in
or "near real time". Of course this means that the "right"
won't be in the teacher's manual. They can be used in
and activities which are both more interesting and more meaningful
the stale examples from the book.
Lesson plans need to adapted to the particular teaching
Resources available to teachers will vary. Teaching
vary greatly, none is best for every teacher all the time.
Learning styles of students vary even within a
grouped" class. The background for, and contexts whithin
particular topic is presented also vary. It is expected that
teacher will revise, edit, and otherwise refine suggested lesson
to obtain the greatest advantage for each student.