Sentences with phrase «by rote memorization»

If your child doesn't get multiplication by rote memorization, please try this method.

It distinguishes critical thinking skills from low - order learning outcomes, such as those attained by rote memorization.

Images of such schools are set against descriptions of schools in which intellectual engagement is driven out by rote memorization and motivation by grades and test scores.

Not exact matches

But the rote memorization of facts, formulas or rules that can lead to high scores on such tests do not a good 21st century scientist or engineer make, notes Alan Friedman, a member of an independent, bipartisan board established by Congress to set policy for NAEP.

«I feel that there's a huge disconnect between science and the public because it's depicted as rote memorization in schools, when by definition, if you can memorize it, it's not science,» says Ingber, who is also the Judah Folkman Professor of Vascular Biology at Harvard Medical School and the Vascular Biology Program at Boston Children's Hospital, and Professor of Bioengineering at the Harvard Paulson School of Engineering and Applied Sciences (SEAS).

Along the same lines, parents may also be confused by the critical thinking, creativity, and independence encouraged in western schools, when eastern education traditionally relies more on rote memorization and respecting authority.

If there is memorization without mental manipulation the isolated rote fact memories can only be retrieved by the specific cues through which they are practiced in repetitive drills.

«By relying so heavily on rote memorization, and by testing me only on the things that were easy to test, my teachers came up with a wholly erroneous picture of my capacityâ $» and gave me a fairly serious emotional beating in the process.&raquBy relying so heavily on rote memorization, and by testing me only on the things that were easy to test, my teachers came up with a wholly erroneous picture of my capacityâ $» and gave me a fairly serious emotional beating in the process.&raquby testing me only on the things that were easy to test, my teachers came up with a wholly erroneous picture of my capacityâ $» and gave me a fairly serious emotional beating in the process.»

Most important, however, the standards recommended certain areas that should receive «decreased attention» in grades K - 4, including «complex paper - and - pencil computations,» «long division,» «paper - and - pencil fraction computation,» «use of rounding to estimate,» «rote practice,» «rote memorization of rules,» and «teaching by telling.»

Using the old - fashioned method — one that is held in disdain because it uses rote memorization and is not discovered by the student — the boy delivered the correct answer.

«By relying so heavily on rote memorization, and by testing me only on the things that were easy to test, my teachers came up with a wholly erroneous picture of my capacity — and gave me a fairly serious emotional beating in the process.&raquBy relying so heavily on rote memorization, and by testing me only on the things that were easy to test, my teachers came up with a wholly erroneous picture of my capacity — and gave me a fairly serious emotional beating in the process.&raquby testing me only on the things that were easy to test, my teachers came up with a wholly erroneous picture of my capacity — and gave me a fairly serious emotional beating in the process.»

When Bishop examined the effects of high - school exit exams, one traditional form of external accountability, on intrinsic motivation by comparing whether students subjected to this approach engaged in less reading for pleasure or were more likely to associate learning with rote memorization, he found no evidence that accountability undermined natural curiosity and even found some evidence of the opposite.

It seems that the strategy of memorization used by Chinese students is not simply for rote learning but an important method to achieve a deep understanding in which subject content is internalized and actively reflected upon (Watkins & Biggs, 1996, 2001).

Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design ® framework (UbD ® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization.

Probably because when people think of teaching knowledge, they conjure images of rote memorization of dates and other facts, perhaps reinforced by the rap of a ruler.

The usual method of rote memorization doesn't work for many, as is evidenced by thier performance on fluency activities.

Age - old strategies involve rote memorization of ancient algorithms; but modern teachers have also begun to develop curriculum over the years to effectively teach the idea of algorithms, that there are multiple ways of resolving complex issues by breaking them into a set of procedural steps.

Clearer awareness of the effect of integration across harmonics is needed (rather than reliance on rote memorization of procedures advocated by some for dealing with less well - structured time series).

• Skilled in the design of innovative and hands - on classroom instruction that builds upon national, state and global historical events • Demonstrated expertise in motivating students to move beyond rote memorization by building upon lessons learnt in earlier classes • Documented success in assisting students in handling critical analysis of historical events • Well - versed in assessing student performance and designing remedial programs