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Rote Memorization Of Education Essay

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Socrates, who is widely regarded as the “greatest teacher of all time,” believes that the ultimate goal of education is to inspire students to discover and acquire knowledge on their own rather than to simply feed them the information they need to know. In creating a successful learning experience, he values empowering others to discover their path to knowledge over rote memorization of a subject matter. This explains his unique ‘Socratic method’ of assessing students through engaging dialogues and conversations, completely devoid of right or wrong answers. However, as society became more industrialized, we became more fixated on numbers, percentages, and benchmarks. Furthermore, the Industrial Revolution and the No Child Left Behind policy have both driven more children towards the education system, placing more pressure to keep teachers and schools accountable in providing an effective learning experience to the increasingly large amount of students. …show more content…

While it is easier for teachers to administer and grade, merely shading in bubbles hinders students’ critical thinking skills and often only encourages rote memorization. Although testing is a simple way for educators to measure the material comprehension of large amount of students, the success of a learning experience such as higher education should be assessed through practical activities that challenge students’ application of their knowledge and skills in the real world. Such practical activities, which range from projects, discussions, labs, puzzles, and even competitive games, should engage students in the subject material, enable them to demonstrate their mastery of the knowledge, and develop important personal skills that will allow them to become successful in the

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Students should not have to be concerned about every tenth of a point on a pop quiz, which student is awarded valedictorian or who just barely made the top ten. A student should have a deep desire to learn about the world, and each individual in a student’s life, especially teachers and administrators, should be encouraging young people to pursue knowledge. Unfortunately, our educational system does not provide the proper environment for this type of exciting scholastic stimulation. Instead, students aimlessly work their way through piles of work that will only useful for passing some quizzes, a test or two, and eventually an exam. Then this cycle starts over again.

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For the student, having more frequent exams mean having more chances at succeeding in class. By increasing the frequency of quizzes, students are forced to study more and therefore retain more information. Professors argue that taking this frequent of exams may take away lecture time while adding to their own workload. O’Malley addresses these concerns, suggesting that readers, teaching assistants and Scranton’s can help ease the process. To prevent such a workload, the quizzes can be kept short.

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Todays twelve year trip through knowledge has (unknowingly) fabricated students from the same cloth. These same students are just statistics, they are just test scores published by greedy states vying for the title of “Good Educators.” Which further proves that America has a flawed school system, not only in the sense that students are slaves to the lofty test score goals but, schools also suppress creativity and the

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Students are becoming more “society-smart rather than school-smart” (Barber, 2014, p. 2.). They are picking up on the society’s cues on the importance of actions and not celebrating or desiring knowledge. So they realize to become successful they essentially must do away with the classroom and focus on real-world experience. Barber, in his article, brought up this idea: “The very first lesson smart kids learn is that it is much more important to heed what society teachers implicitly by its deeds and reward structures than what school teaches explicitly in its lessons plans and civic sermons.” (Barber, 2014, p. 3.).

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In addition, I track data daily in my math instruction. I give students activities to demonstrate their understanding, but the activities are similar for all learners. Instead of thinking that all students “should” be able to write their answers, I am going to identify different ways they “can” demonstrate their learning. The action steps that I will take to not “should” kids is to remember the goal for the lesson and think ahead of the additional resources I can provide such as literature, videos, songs, vocabulary cards, and real-life connections which will help all my learners in the classroom. Also, I will look at my goals for the lesson and come up with more than one way they can demonstrate their learning of the objective.

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Sanders offers a new perspective of angle on the concept of learning. When thinking of learning, most jump to memorization or intelligence, but Sanders argues that is not actually learning. He views learning as improving one’s self-image and comprehension so that they can use those skills in the future. He also offers a new perspective on the questions to ask about a college education. One shouldn’t ask how can I get my degree, but rather how they can get the most out of their degree.

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Students learn a variety of ways and we have to adapt our teaching and lessons to ensure that all students are learning. We are educating the future, we are teaching students to become critical thinkers,

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It is generally accepted that testing encourages and gauges students’ learning, although most students would agree that education would be a little bit more enjoyable if they took fewer tests, given that the tests contain a lot of marks at stake (Dunlosky et al., 2013). Hence, the idea of self-testing as a form of practice testing is a reasonable idea. When students do self-testing, they test their memory, what they have learned, what have they revised; anything they can recall from memory. Through this, they can gauge their own performance and where they stand in terms of comprehension and understanding, much like how teachers do when testing students. Hartwig and Dunlosky (2012) believe that “self-testing by recalling the target information boosts performance on subsequent recall and multiple-choice tests of the target information, and it also boosts performance on tests of comprehension” (p. 131).

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When discussing assessments most people envision a pen and paper evaluation that measures the acquired knowledge on any given subject. While this is partly true it’s important as educators that we understand that there are many different ways that a student’s knowledge can be assessed. One ideal way is to provide the students with an authentic assessment. Authentic assessments demonstrate what a student actually learns in class rather than their ability to do well on traditional tests. Which makes this type of assessment an excellent way of evaluating a student’s knowledge of a subject matter.

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In order to address the issue of the “passing through the system approach” greater accountability has to be placed on teachers as the ‘guide on the side’. Despite the various challenges that teachers have personally and within the education system. Teachers need to be reminded that teaching is really about the “heart” of motivating and inspiring student to propel them to want take responsibility for their individual learning. While giving their students the guidance to make sense of his/her own experience and readiness to

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Some of these concerns have been explored and articulated by such as Shirley Grundy, who sees it as overly dependent on “cultivation of wisdom and meaning-making in the classroom” and as a result the actual capability of students to “make sense” of subject matter and the world around them, can be

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