Well put. I think that is a good test for Level 3, since it shows how well you can do when deprived of an arbitrary “tool”.
I’ve been on both ends of the situation you’ve described: in teaching, I’ve had to break down procedures into ever smaller substeps and tell students what to do if e.g. they don’t have their multiplication table or are dividing something that exceeds its bounds (I tutor 4th graders).
Oppositely, when being taught, I’ve been in situations where the instructor incorrectly assumes certain common knowledge and then can’t fill the gap because they have forgotten what it’s like to be with out it (not all have this failing, of course). It leaves me suspecting they never seriously thought about its grounding before.
Well put. I think that is a good test for Level 3, since it shows how well you can do when deprived of an arbitrary “tool”.
I’ve been on both ends of the situation you’ve described: in teaching, I’ve had to break down procedures into ever smaller substeps and tell students what to do if e.g. they don’t have their multiplication table or are dividing something that exceeds its bounds (I tutor 4th graders).
Oppositely, when being taught, I’ve been in situations where the instructor incorrectly assumes certain common knowledge and then can’t fill the gap because they have forgotten what it’s like to be with out it (not all have this failing, of course). It leaves me suspecting they never seriously thought about its grounding before.