Times Tables Rockstars is a fun and exciting take on
rote learning times tables.
Not exact matches
Researchers believe growth in the
time kids spend on computers and watching TV, plus a trend in schools toward
rote learning and standardized testing, are crowding out the less structured activities that foster creativity.
The design of many worksheets are as
time - fillers and contribute to superficial
learning or
rote learning.
In the digital age we live in, going back to
learning times tables by
rote seems like an archaic form of
learning, which is likely to be difficult for the already stretched teaching profession, so coming up with enjoyable paths of
learning for both the educator and the student is more than likely the best option.
The policy should be, «No
time - wasting,
rote, repetitive tasks will be assigned that lack clear instructional or
learning purposes.»
By Valerie Strauss January 28, 2011; 2:45 PM ET Permalink Comments (16) Categories: Alfie Kohn, Research, Standardized Tests Tags: alfie kohn, high - stakes testing, new york
times,
rote learning, standardized testing, student on testing, testing, testing study Save & Share:
A key reason that flipped teaching and
learning marries so well with the active classroom is that by pushing some of the
rote instructional practice outside of, and prior to, class sessions, it frees up valuable face - to - face class
time for applied
learning pursuits.
At other
times, students were engaged in
rote learning, copying verbatim what was written on the board.
Charlie Stripp, director of the National Centre for Excellence in the Teaching of Mathematics, which runs the training programme for the mastery model, added: «Contrary to some reports, teaching maths for mastery is not about
rote learning and drilling, though it certainly does result in pupils knowing and being able to recall
times tables and other key number facts, which represent an important foundation for
learning and using maths.»
«Contrary to some reports, teaching maths for mastery is not about
rote learning and drilling, though it certainly does result in pupils knowing and being able to recall
times tables and other key number facts, which represent an important foundation for
learning and using maths.
They're easy to
learn, they change all the
time, and they are pretty
rote tasks.
The behaviours of these people are not ours (nor anyone else's) to judge and it is important that all our responses come from this place of understanding rather than simply being
rote -
learned and then robotically reproduced at the appropriate
time.