I agree that repetition over a
longer period of time has more benefit than cramming over a shorter period of
time. Honestly, one of the strongest points in this chapter I agree with is
pushing to make learning meaningful. I think that meaningful learning may often
require rote learning. Just because a student is able to elaborate on a
concept, or can organize a table to clarify similarities and differences among
sub-topics does not necessarily mean that the student will not have to
repeatedly study this. I do believe that in making learning more meaningful
there may be an overall less amount of ‘memorizing’ to do, but I just cannot
seem to completely discount rote learning. I know math is not the only subject
in which establishing meaning is difficult, but there are times when I think my
students have to ‘grin and bear’ some of the less exciting theorems that are
involved in class.
I also agree that visual imagery is
a powerful tool for learning. I have noticed in geometry that if I reference a
slide that had a diagram, I can count on a much higher amount of participation
than if I just had them write and reference definitions. Building on students’
prior knowledge is a powerful strategy for evoking curiosity or boosting their
confidence about a subject.
Cognitive theory can definitely work
with my geometry students. I think the biggest struggle I often face is trying
to give certain topics more meaning to the students. In situations in the past
when I have struggled, I often turn the tables on the students and ask their
opinion. Oftentimes, the students can help one another with meaningful learning
in ways that I cannot because of the age, relationships, and common interests
they share.
Funny the math teachers both hit on the aspect of making learning meaningful and not just rote memorizing. You also noted the visual imagery aspect. Wish I had talked about that some in my assignments.
ReplyDelete