I don't expect my students to know "Are you smarter than a fifth grader facts". I don't expect them to think until they have sufficient mastery of the knowledge areas either.

Most of the courses I teach cover processes and methodologies.

For example in the project management classes I do expect the students to be able to name of all the PMI PM processes, all of the functional areas, know what the inputs and outputs of the process areas are. They must be able to name 18 common things that are found in the TOC of a PMI compatible project management plan. They must master all definitions in the glossary of the standard. They must be able to spit out the standard elements in a feasibility study document. Once they have studied these elements actively they are ready to learn. Until they have this knowledge it would be a waste of my time to try to transfer some of my project management experience.

I do not expect my students to think in terms of project management until they have atleast some mastery of the basic knowledge area. And I warn them that only an idiot would want to manage a project before having the PM Model perfectly mastered. They are exposed to other models also.

On top of having to learn the facts they are asked to produce a professional quality standards based project plan. This helps them concretize and use some of their factual knowledge. They really produce excellent pm plans.

The students also have a separate team-project where they get to play the various roles in the project team and must learn how to manage conflict. And believe me there are conflicts. Less than 10% of exam material would cover the simulation stuff but part of their team project evaluation is related to proper use of vocabulary and understanding of processes.

My university students have often stated that they learn a lot more in my courses than they do in the other courses. My university course evaluations/ratings are very good although the courses are demanding.

When the facts are about processes, facts-based teaching works. Of course I help them learn the facts by providing automated tools and also some training on how to remember facts.

Higher education should be in large part related to methodologies and processes which technically a facts or sequences of facts.

I would like to see examples of what those that don't teach facts are teaching.

Note: I take a less factual approach if I teach mathematics or music.

Gilbert