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Click here to review our COVID Response Plan and learn more about our policies and procedures that keep our students safe, engaged, and thriving. Facebook Twitter. He is now a motivated learner and truly happy with the social approach of the program this year. John and I extend a heartfelt thanks to you and your entire staff. We highly recommend the program every chance we get. We could not work with the public school system to get our daughter some of the special needs that she required.
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I never set out to memorize it. I just And second, there's building on already-known facts. Like mnemonics, this technique relies on connections and associations.
But here, the connections emerge naturally from the material. The fact is no longer an isolated thread, held in place by a clever trick. It's part of a tapestry. For example, suppose we're learning that Maryland fought with the Union during the Civil War.
We could invent a mnemonic, like "Maryland starts with 'marry,' and a marriage is a union"--cheesy, but fine. Or we could build on other facts. For example, Maryland borders D. For exactly that reason, Lincoln worked hard to keep Maryland on the side of the North. What separates memorization from learning is a sense of meaning. But when you learn a fact, it's bound to others by a web of logic.
It could be no other way. Memorization's defenders are right: It's a mistake to downplay factual knowledge, as if students could learn to reason critically without any information to reason about. But memorization's opponents are right, too: Memorized knowledge isn't half as useful as knowledge that's actually understood.
More than any other battleground, this conflict plays out in tests. Not the controversial behemoths forged in our state bureaucracies. The little ones we teachers write and give, every day and week. If you wanted to design a system of testing that catered to rote short-term memory, you'd struggle to improve on the classic model--the high-stakes, time-pressured, single-unit, in-class exam. Students know exactly where and when their tests will be--so it's easy to cram.
They know the test will be time-pressured--so even if students could deduce a formula mid-test, they're better off memorizing in advance. According to the Encarta Dictionary, to learn is to acquire knowledge or skills while to memorize is to commit something to memory.
For many, what they are in fact doing is memorizing the materials to pass the exam but they do not always have an ability to put it all in context for application. I remember as a kid, learning the multiplication tables along with spelling and grammar, but having no idea how it all applied. What I did was memorize them without context to apply what I now knew, which to me meant I did not learn.
Certainly I was able to pass an exam seeking the correct answer of 4, but what else did I gain from this? The fact that I had memorized these things had no relevance until later years when I was taught how it could and would be applied in daily life. This is true of many things we are taught.
Until you understand the context and application, it is information memorized and absorbed with no relevance. In my view, the most important element of learning is to understand how what is taught applies.
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