Posts Tagged ‘rote’
What follows is an excessively long comment I had made in a discussion with Sarah Hanawald, now made into a proper post. Also what follows is my understanding of the much-lauded Bloom’s Taxonomy which hopes to answer the modern question for Bloom: Does the ready availability of knowledge in the digital age change the importance of Knowledge?
Is it possible to have higher-level thinking without having been immersed and having memorized Knowledge, or should lists — formerly memorized by rote — be provided on tests to help out students who aren’t good at memorization?
My understanding of Bloom is that higher-level thinking first requires quite a lot of Knowledge. It is in an integral part of the way the mind works — easier access to this knowledge overall can’t replace rote memorization of the basic details. To make real analysis, synthesis and evaluation, students must draw on their internal databanks. Please: Correct me if I’m wrong.
That’s not to say that there shouldn’t be preparation. I had a whole Bill of Rights quiz that I insisted my students take. This quiz asked for answers from my students’ rote memorization. They should have been well-prepared for my exam because of that quiz, though I threw in some matching questions later on in the Big Test.
I do know that there is quite a variation in memory capabilities among all students.
Students should be encouraged to work on this by themselves, or with the guidance of another adult. This is a skill that cannot be underestimated, and should not be discouraged by providing lists on the test.
I believe students and teachers benefit when we design assessments that allow students to show us what they can do as well as identify what they cannot yet do.
Yet that that’s the realm of formative assessment, as in a quiz. This should not be the focus of a summative assessment, as in this unit test.
In our digital age, when quick information is a Google search away, is there meaning in memorization? I think there is, and I plan to continue this topic again on another day.
Grinding students through the barest, vital information is Herculean, but there are ways to make cleaning out the stables a hell of a lot more enjoyable. Besides air freshener, natch.
1. Break long lists into chunks.
Having trouble getting them through the presidents? If they first remember that Lincoln is the 16th president, they’ll have cut the amount of memorization they have to do in half. Introduce that method as a “march to the sea” and you’ll teach two historical concepts at once.
Thing is, once you have Lincoln down, Pierce and Buchanan before him come pretty naturally as “the guys who come before Lincoln,” and Johnson, Grant and Hayes as “the guys who come after.”
2. In general, convince them that there are easy items.
The secret, of course, is that Arthur is no easier to remember than Lincoln if you have never before heard of either. This way, they’ll be shamed into remembering at least one of the two.
3. If it’s chronological, work your way backward.
I first learned my presidents by starting with the most recent. Washington, Adams and Jefferson are just as easy to remember as recent presidents like H.W. Bush, Clinton, W. Bush and Obama.
4. Make items memorable.
Sure, this is easier for crazy-man and unthinkably democratic Jackson than it is for, say, Benjamin Harrison, but most presidents have some anecdote everyone “knows” about them. Upon hearing them, who could forget the apocryphal legend about Millard Fillmore buying a bathtub, or the true legend about fat ol’ Taft getting stuck in one?
5. It’s easier if the students have some background.
Before I even tackle the little stuff like who was president during the War of 1812 — Madison — I first get them grounded in the arc of American history. When were all those wars and all those famous dates in American history? Wars are fun to learn about, and are generally memorable. In my book, associating a name to something memorable is easier to do than associating something memorable to a name.
6. For maximum effectiveness, keep coming back to it.
After the first three weeks of the year, my students should have memorized every president and generally when he was in power. But that’s not all. They’ll take the quiz five or six times, and I’ll mix it up a little by having each successive quiz add a new column of information they should fill out on each president.
By the end of the year, they’ll also have learned how many terms each president was elected to, which war he presided over, whether or not he was assassinated, and the exact years he served as president.
As soon as I figure out how to upload them, I’ll go ahead and share the worksheets I’ve made up.