Here, courtesy of the Times, we have the thoughts of a recipient of the Presidential Award for Excellence in Math and Science Teaching and the Distinguished Fulbright Award in Teaching:
I’ve worked for many years with students of varying demographics and learning abilities and what I’ve learned over and over is that nearly all kids love to learn – even those who would like us to believe they hate school. But what they need from their education is more than the memorization of facts – they need great teaching, foundational knowledge, problem solving skills, and the understanding of current issues.So they're going to acquire "foundational knowledge" but they're not going to memorize any facts. Or not many.
What is a Good Teacher Worth?
By ANDREW C. REVKIN
July 6, 2012, 10:03 AM
How exactly do you pull that off?
And please don't tell me 'they construct their own knowledge.'
Speaking as a writer, I have constructed knowledge any number of times -- and then promptly forgotten what it was I constructed. For nonfiction writers, forgetting your own ideas is a common occurrence and an occupational hazard. That's why writers keep notebooks.
I do recall, I think, Willingham once saying that we remember knowledge we've figured out for ourselves somewhat better than we do knowledge we've been told by someone else. Assuming that's the case, I surmise that the mechanism is the amount of time you spend trying to figure something out, which amounts to a form of practice or rehearsal as well.
I know for a fact that 'discovering' and 'constructing' your own knowledge is absolutely no guarantee that you will recall your own knowledge later on.
Not even close.
There's only one route to Carnegie Hall.
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