When topics like this are
studied by rote without motivation, they have little effect on students.
Not exact matches
Learning
by rote is no more useful in Bible
study than in other fields, and it is often the Bible's anomalous, even contradictory texts that lead us to deeper thought and strong faith.
People who
study education for a living understand what's going on — this is straight out of the standards promulgated
by the National Council for the Social
Studies, a professional organization that has long prized such «conceptual understanding» over «
rote facts and figures.»
The
study,
by Jo Boaler, now a professor of education at Stanford University, found that students at the project - based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered
rote, that is, those requiring memory of a rule or formula.
It is still based on learning
by rote despite endless
studies proving it doesn't work.»
In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the
study's four California case
study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores
by focusing on those new three R's — rather than on
rote learning and test prep — in a distinct fashion laid out
by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.
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:
Organized
by the Learning Policy Institute (LPI), «Walking the Talk: Teacher Preparation for Deeper Learning» highlighted findings from a national
study of seven teacher preparation programs that are organized in ways that align with deeper learning approaches — meaning less emphasis on
rote learning and more on experiential, innovative, collaborative, and equity - focused pedagogy.