Here's a problem for discussion, a Gedanken Experiment you might say.
There is an exercise that illustrates the potential pitfalls of lecturing and test construction, called the Monotillation of Traxoline.
See if you can pass the test that follows the scenario:
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is monotilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukised snezlaus in the future because of our zionter lescelidge.
1. What is traxoline?
2. Where is traxoline monotilled?
3. How is traxoline quaselled?
4. Why is traxoline important?
Now, this is funny, but it is made up. To provide a similar example using "real" information, I've devised the following exercise from my own specialty of paleoecology:
It is very important that you learn about arcellacean taphonomy. Arcellaceans are a major group of testaceous rhizopods. During preservation in any depositional environment, taphonomy produces different thanatocoenoses from extant biocoenoses. Thenatocoenoses are the result of differental preservation during burial, but differ between environments of deposition due to differences in original biocoenoses and soil biogeochemistry. Arcellaceans are one of our most useful paleoindicators for lacustrine environments.
1. What are arcellaceans?
2. How do thanatocoenoses form?
3. Why do thanatocoenoses differ?
4. Why are arcellaceans important?
How'd you do?
What do you really know about Arcellacean taphonomy?
Let's say you are a teacher and you have to teach this subject. You have plenty of resource materials on the subject, but no prior content knowledge. This topic is going to be on the standardized test your students will take at the end of the year. How do you teach it?