Ignorant is the first level and everyone is at this level in any subject at some time.� It is the level in which the individual has 'no idea' what you are talking about.� They do not understand any of the expert's concepts or terminology.� They are clueless [C].� An example of a subject most people are ignorant of is kalarhythms, though a linguist might make an 'educated' guess.
Exposed is the second level and is possibly the broadest.� It is the level in which the individual can identify the subject and may even understand some of the basic concepts.� One could say that they are thinking [T] about the material but they typically can not effectively apply it to solve several or even one problem that the subject matter addresses.
Expert is the third level and also can be broad.� It is the level at which individuals are functioning at a professional level and can be compensated financially for their work.� One could say they 'know' [K] the material.� The more general the subject matter is (for instance, medicine), then the more varied the individual's 'expertise' within the subject can vary from one another (surgeons, psychiatrists, pharmacist, MRI operators et al).
Researcher is the final (or is it the first?) level.� Research occurs when individuals use their existing expertise on 'ignorance'.� Typically they move rapidly into 'thinking' about a problem, proposing solutions and then determining the viability of their solutions.� When their solutions reliably solve a problem and they 'know' how to solve other similar problems then they become the default experts at this new found knowledge.� One must never forget that these 'solutions' may be new works of art, new songs, new words, or even new poems which all solve problems of unexpressability.� That is, an idea or feeling may not have ever been adequately expressed until their solution came along.
This is not the place to discuss how these four levels were used in hiring or that they were extremely predictive in determining the best interviewee both from a knowledge per dollar perspective and the initial training objectives for the new hire.� We merely need to know that these four levels of knowledge and the skill to use them existed in Mr. P's mind.
Now the essence of homework is really to practice, not to be right or wrong.� Mr. P decided that if the students would tell him their level of understanding, he would give them an 'A' for the homework.� It was easy for the students to get a good homework grade if they would do the homework.� They merely had to put a 'K' next to the problem number if they knew they had it right, a 'T' if they thought they had a chance of being right or 'C' if they were clueless and they knew it wasn't right.� When the papers were graded, whether by Mr. P or fellow students or themselves, they would put another letter to the left of the existing K, T or C.� If the existing letter was a K or T then they would put a K if the answer was right and a T if the answer was wrong.� If it initially was a C they would put a T if they got it right and a C if they got it wrong
Mr. P found out some pretty amazing things using the KTC's.� A trend of C-C's usually indicated that the student was missing some fundamental mathematical concept.� Often times going back to grade school.� A slew of T-K's often indicated an overly-confident student who had an unrealistic viewpoint of their knowledge.� A string of K-T's typically indicated a student who had poor self-esteem, always 'thinking' they might be right, yet always ending up 'knowing' the answer.� Indeed, there were other less frequent explanations for the above patterns but Mr. P had found a much more effective way for the students and teacher to communicate.� Ellie's Real Education Institute uses the KTC's during tutoring.� She is continuing the research in this promising area.