Article on ' Rote learning is useless ' in about 100-120 words
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Rote learning is defined as the memorization of information based on repetition. The two best examples of rote learning are the alphabet and numbers. Slightly more complicated examples include multiplication tables and spelling words. At the high-school level, scientific elements and their chemical numbers must be memorized by rote. And, many times, teachers use rote learning without even realizing they do so.
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FOR TEACHERS UPDATED MAY 30, 2018
What is Rote Learning—and is it Effective? A Battle Between Memory and Intelligence
By The Room 241 Team • November 6, 2012
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Rote learning is defined as the memorization of information based on repetition. The two best examples of rote learning are the alphabet and numbers. Slightly more complicated examples include multiplication tables and spelling words. At the high-school level, scientific elements and their chemical numbers must be memorized by rote. And, many times, teachers use rote learning without even realizing they do so.
Does rote learning have a place in 21st-century education?
Is rote learning an outdated technique or is there a valid place for its use in the classroom today? Increasingly, rote learning is being abandoned for newer techniques such as associative learning, meta cognition, and critical thinking instead of being used as a functional foundation to higher levels of learning.
It’s always useful to apply meaningful relationships to basic skills. At the end of the day, however, rote learning plays a bigger role than most teachers would like to recognize in today’s learning climate. It’s up to us to leverage our own unique teaching methods to produce the most effective learning environment for our students, and it’s important to keep an open mind around “the right” approach.
The difference between memory and intelligence
The mental ability to memorize is often used as an indicator of intelligence. No doubt, the two are strongly linked, but memory is not always a reliable indicator of intelligence. Working memory does not directly affect the level of intelligence of a student.
Most of the time, a deficit in working memory is due to the structure of learning. Think of working memory as a filing cabinet. If each piece of information has a separate file, finding the information becomes difficult. If factors such as stress, lack of sleep, and distractions are involved, finding the information is even harder. Instead, effective memorization involves categorization of the information and sections within sections of the filing cabinet.
Memory is not a strong indicator of intelligence. Instead, it is linked to interaction of environmental factors and training.
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