rote learning vs critical thinking

Rote Learning Vs Critical Thinking

Learning is defined as the acquisition of knowledge or skills. Knowledge and skills are acquired in various ways:

Teaching techniques have come a long way, and though memorization still has its place in learning, current teaching standards recognize the value of meaningful learning and critical thinking. On the other hand, the concept of standards-based education, while not without some merit, encourages rote learning without much emphasis on critical thinking.

What is Rote Learning?

Ah, multiplication tables, state capitols, lists of presidents. Do you recall memorizing these in school? These lists of memorized facts are an example of rote learning.

Rote learning can be useful when quick learning is required, such as memorizing a telephone number or address or learning lines for a play. Some students appreciate rote learning techniques when cramming for an exam.

What is Critical Thinking?

Critical thinking is often described as being self-directed and self-corrective, meaning under your control and initiative and compensating for your weaknesses and biases. Critical thinking includes problem-solving skills and effective communication skills as well.

Research has also shown that rote memory exercises, followed by a rest and absorption period, improved memory and recall by causing metabolic changes in the hippocampus.

Benefits of Critical Thinking

Critical thinking skills are vital in allowing you to find answers to questions or problems that you have not previously encountered. Memorization may not provide the necessary ability to solve any issue that deviates from the memorized material.

Meaningful or “Deep” Learning

The reason for this is that our brains can only hold so much information. Each time a new piece of information is introduced our brains have to make a decision about how relevant that piece of information is. If we don’t use the newly acquired information in a meaningful way our brains have no reason to keep it around and it is not transferred to long-term memory.

Back to Critical Thinking

Rote learning by definition does not involve critical thinking at all and does not require understanding. This is why when the question of rote learning vs critical thinking comes up many modern educators and scholars condemn the practice of rote learning.

In Conclusion

Although rote learning is discounted by many educators today, it shouldn’t be left out entirely. Rote learning can be useful in memorizing certain facts to make space in our working memories for learning new concepts related to those facts.

Rote Learning vs. Critical Thinking: How an Online Math Tutor Can Help

https://www.linkedin.com/pulse/what-importance-benefits-critical-thinking-skills-islam#:~:text=Critical%20Thinking%20enhances%20language%20and,thinking%20also%20improves%20comprehension%20abilities.

Rote Learning vs Critical Thinking – Memory or Intelligence?

by Katherine Reilly

Throughout history, numerous methods of teaching have been adopted in class; the most controversial of which, ‘Rote Learning’. Why is this method of teaching despised by modern educators? Does it have any merits? Should it be abolished completely? Below, we will examine the aspects of this teaching method as well as evaluate the benefits of modern teaching techniques such as the development of critical thinking.

Most of you are probably wondering, “What is Rote Learning?” Simply put, it’s the memorization of information, based on repetition. All of us have had to more or less learn something by heart, be it for an exam or simple instructions needed to accomplish a specific task, after which, this information can be dismissed.

Scholars, rightfully so, condemn this method as it only offers the opportunity to pass an exam, without really understanding the meaning of it. To be more precise, memorizing dates and names for a History test, would mean nothing if the student hasn’t understood the significance of the historic individual’s contribution in question.

Other such examples could be found in foreign language teaching. There is no point in translating hundreds of words from one language to another if you can’t even use a single one of those words in a sentence. A student must learn the deeper meaning of a word, how it is used, its synonyms and above all, other forms it has. It is a widely known fact that mastering a language is the key to understanding other cultures and civilizations, an essential tool in our new global world.

Besides the aforementioned issues, another which is of great concern, is the ability to develop ‘critical thinking’ – perhaps THE most essential tool for survival in today’s world. Repetition and memorization of facts can only get you so far in school or the job market. If one has not the ability to face everyday challenges such as submitting a project for work before its deadline, or simply balancing your financial expenses at home, then the purpose of your education was a complete waste of your time and energies.

Critical thinking is a skill which must be fostered at school from the early years. A child must develop the ability to distinguish between two or more choices and in the long run, learn to think for himself. Self respect and confidence can be nurtured during this process, therefore, leading to an independent individual who can express his opinion, evaluate a situation and make informed choices based on the information given to him.

But it can’t be all bad now, can it? Does Rote Learning have any advantages? Unbeknownst to many, it actually does! Rote Learning in many ways is the basis of education.

Without Rote Learning, a student wouldn’t be able to learn to speak or make calculations. Memorization of phonics in reading, multiplication tables or even the periodic table in chemistry are all examples of the essential use of rote learning.

As for other daily uses of rote learning? Memorizing an address or phone number on the go is an everyday challenge we might face. Other examples include plays or speeches which require the memorization of such material.

In a nutshell, what is the most successful way of learning? Though rote learning has a few benefits, critical thinking is beyond a doubt, the most instrumental tool for the development and successful integration of an individual in society. The key to success is a harmonious balance between the two, resorting to rote learning only in cases of essential memorization while reaping the unlimited potential critical thinking has to offer.

English Teacher

Rote learning vs. Critical thinking

Post by: Professor Conquer
Last updated on: July 3, 2022

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Learning is simply the acquisition of new knowledge, but it is much more than that. There are more ways to learn than we could count, from rote learning to critical thinking and everything. There are so many different ways to learn that it’s no wonder why people continually debate the best ways.

In this article, we’ll be defining precisely what rote learning and critical thinking are. Then, we’ll discuss the significant differences between the two before finally discussing when you might use one over the other. Hopefully, by the end of this article, you’ll understand the significant differences between rote learning and critical thinking.

What is Rote Learning?

Rote learning is learning by repetition. It is the act of repeating something several times so that you are able to recite back the exact wording. Rote learning is used throughout schooling but often gets a bit of a bad rap since it is based on reciting precise language, not the ability to truly understand what you are learning.

Rote learning, sometimes called rote memorization, is ideal for specific circumstances but unsuitable for others. A great rote memorization example is acting. In acting, you say lines over and over until the exact wording is stuck in your head, thus allowing you to play a different character. This is a classic example of rote learning.

Other times when you might want to use rote learning include learning definitions where one word could change the meaning of the definition or memorizing historical dates. There are many times when the details are essential, and these are cases when rote learning may be super helpful for students.

Historically, rote learning was the basis of education. If you think of school scenes in old films, it was typically students repeating information back to the teacher. While this style of teaching is now frowned upon as not providing the students with the tools they need to process information truly, rote learning is ingrained into our society and education system.

Although this article will focus primarily on the role of rote learning in the education system, it is used throughout modern society. The rise of technology and cell phones may have pushed memorizing phone numbers to the wayside, but there are still things that we need to remember every day. From remembering your address to the password to accessing your cell phone, rote memory can help with lots of daily tasks.

What is Critical Thinking?

Critical thinking uses reasoning and logic to interpret and analyze facts to understand the conclusion. This learning style forms the basis for the scientific method and is rooted in many forms of education. Critical thinking has been growing in popularity throughout our modern schooling systems, almost in opposition to older systems, like rote learning.

Critical thinking is often praised as giving students the tools they need to make educated choices for themselves. It relies on the student’s ability to reach a conclusion instead of someone else telling them the conclusion they should reach. Heavy reliance on both problem-solving skills and communication skills is common in critical thinking.

Critical thinking is often considered to be a cornerstone of what is called meaningful learning. Meaningful learning is what happens when factual information and cognitive abilities are combined. This could mean that a student combines knowledge that they have learned with their critical thinking abilities and is able to come to a conclusion that will determine how they act.

Critical thinking is the skillset that you use when you watch or listen to the news. You see, read, or hear information about the world but then rely on your critical thinking skills to process the data and come to a valuable and functional conclusion. By practicing critical thinking, students are better able to process information that is being brought in by the senses.

In order to practice critical thinking, your brain must be in good working order. Critical thinking requires a lot of mental energy and skills and can take a lot of time to develop the capacity to utilize critical thinking to its highest capability. Critical thinking is often integrated into various lessons throughout schooling to help improve the brain’s elasticity and decision-making skills.

As we said, with rote learning, this article will primarily focus on critical thinking through an academic lens, but there are other critical thinking applications. Critical thinking is integral to the world around us. From deciding in a meeting to answering the question of “what would you like for dinner,” it is vital that we can quickly think about all the factors and come to one concise and well-thought-through decision. This is an essential life skill.

How Do Rote and Critical Thinking Differ From Each Other?

Rote learning and critical thinking are about as diametrically opposed learning styles as there can be, while both still essential to your overall brain development and knowledge acquisition. While rote learning is more about repeating to memorize details, which is something you could do without really processing what you are memorizing, critical thinking involves lots of active thought.

Both rote learning and critical thinking help your brain develop different essential abilities. Rote learning helps your brain improve its ability to remember details and retain information for extended periods of time. Critical thinking helps your brain form connections between information and draw conclusions based on that information.

Though the differences between rote learning and critical thinking are numerous, they can work together. The two styles feed off of one another. It is worth noting that in order to make a significant decision, you must have all of the information and facts necessary to make the decision, some of which you probably learned through rote learning. Once you have that information, you will need your critical thinking skills to be able to process the information and come to your ultimate conclusion.

Although both can be used in lots of different subjects in school, some subjects tend to be more aligned with one than the other. For example, rote learning is more associated with basic math, acting, and history. On the other hand, critical thinking is more related to literary analysis, science, and higher-level mathematical research. All that being said, both rote learning and critical thinking are used in almost every subject and at nearly every grade level since they are so intertwined with learning in general.

How Do Students Benefit from Learning Critical Thinking?

Critical thinking is a way of interpreting the world around you and thinking critically about every piece of information you use to conclude. Learning critical thinking is immensely useful to a student’s future success. So much so that it is a metric that is often measured to gauge how successful a country’s education system is.

Developing good critical thinking skills at a young age will allow students to tackle more considerable life challenges later. For example, if a young adult has to choose between two different job offers, they will need to think critically about the facts they have and what they know about themselves to make the best decision. This type of decision-making is based heavily on critical thinking.

Learning how to develop critical thinking skills can be challenging, but it is something that is built into our education system from a young age. Introducing young students to small exercises that ask them to make choices based on information is a great way to start developing their critical thinking skills.

Critical thinking is a broad term that defines a comprehensive skill set. In order to be able to practice critical thinking effectively, you must also have a variety of other skills that will help provide you with the information necessary for critical thinking. Skills like rote learning can help your brain start building the scaffolding that it needs to develop critical thinking skills later on.

How Can Rote Learning Be Useful?

It can be easy to bash rote learning as just simple memorization, but it can have a lot of advantages. One of the main benefits of rote learning is that it can help your brain improve its memory. Your brain is a muscle, and just like every other muscle in your body, it needs to be worked out.

Memory is an essential function of the brain that slowly develops throughout your education. Practicing memorization can help your brain improve its ability to process and remember information. Utilizing rote learning with purpose has even been shown to help your brain retain information for much longer than it would have otherwise, but only after lots of practice.

Regardless of if you are learning lyrics to a song or memorizing your multiplication tables, rote memorization plays a massive role in lots of learning. It is an integral part of learning. Throughout your education, there are plenty of specific instances when you have most likely been required to learn something very specific.

Rote learning is an essential tool for young children. Early childhood brain development is key to future brain development, and many of the early milestones that children must reach are based on rote learning. Repetition of sounds over and over will help a child learn to form words and begin to understand language. Rote learning is a skill that young children rely heavily upon as they develop.

Wrapping Things Up: Rote Learning vs. Critical Thinking

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Regardless of how you feel about rote learning or critical thinking, it is hard to deny that both are necessary for different situations. Rote learning has been used for ages as a tool to help students memorize information and has been shown even to help your brain develop. Critical thinking is essential to your brain development and your ability to make a decision based on facts. Both rote learning and critical thinking work together to help you make every choice in life.

Understanding the differences between the two is key to using both rote learning and critical thinking to their greatest extent. Hopefully, this article has cleared up any confusion you might have had surrounding either rote learning or critical thinking and shown you why both are essential tools in your learning.

Professor Conquer

Professor Conquer started Conquer Your Exam in 2018 to help students feel more confident and better prepared for their tough tests. Prof excelled in high school, graduating top of his class and receiving admissions into several Ivy League and top 15 schools. He has helped many students through the years tutoring and mentoring K-12, consulting seniors through the college admissions process, and writing extensive how-to guides for school.

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Does Rote Memorization Actually Help Us Learn New Things?

Memorizing information can be effective...sometimes

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What Exactly Is Rote Memorization?

Does Rote Memorization Help Us Learn?

Disadvantages of Rote Memorization

What's the Difference Between Rote Memorization and Meaningful Learning?

We've all experienced it: You have important information you need to remember, and you'll do anything it takes to keep it at the forefront of your brain. In this situation, rote memorization may be your best—or even your only—option. But are you really accomplishing much?

If you've ever employed rote memorization, you've probably wondered whether or not it accomplished you much in the long term.

At a Glance

Rote memorization is the act of repeating information until you remember it. A great example of that is memorizing someone's phone number. It's not about any sort of deep learning, and memorizing information doesn't mean you understand it.

Advantages of rote learning include that it's helpful for test preparation , and disadvantages include that you won't necessarily remember the info you memorized long term. Rote memorization has its place, but it's not nearly as valuable as meaningful learning.

Rote memorization is when we repeat a piece of information until we remember it. One great example of it is the alphabet. When we are little, we don't necessarily understand that our language is composed of the letters A to Z. But we memorize them in a specific order because we are taught to, and then we know the alphabet.

Anything can be memorized through repetition. You may know history facts, multiplication tables, the Pledge of Allegiance, or even how to do your job through rote memorization. It's a form of learning , but it doesn't signify deep understanding of a topic. It's simply the act of repeating something enough times that eventually, our brains hold on to it.

Does Rote Memorization Actually Help Us Learn and Understand Information?

There are situations in which rote memorization can be helpful. "Rote memorization can be a useful learning tool in some situations, but its effectiveness depends on the type of information being learned and how it is applied," says Dr. Aldrich Chan , neuropsychologist. He tells us that rote memorization can be a useful learning tool for test preparation, learning basic facts and information such as vocabulary words or math formulas, and when we are in the early stages of learning something new.

Of course, rote memorization is not akin to strong understanding, and memorizing facts doesn't mean you've actually learned a subject. Chan notes that "rote memorization often does not promote a deep understanding of the material. Learners may be able to recite facts or information without truly comprehending their meaning or significance."

These Are the Benefits of Rote Memorization

Rote memorization has a place in our day to day lives, especially when we need to learn something new or in a quick fashion. It enables us to regurgitate information in situations where doing so is the main thing asked of us, even if it doesn't lead us to have a deep understanding of that info. Here are its top benefits:

Easy access to info: Chan says that "rote memorization helps you quickly recall essential facts, data, or formulas. This can be particularly helpful in situations where immediate access to information is required, such as during exams or for a job roles."
Efficiency: When you need to know someone's phone number, it doesn't really require you to understand it—you just need to get your brain to access a series of numbers. Chan tells us that "for some types of information...memorization is often more efficient than trying to derive the information through other means. Memorization can save time and mental effort for frequently used data."
Your mind is engaged: Memorization is better than simply not using your brain. A study found that older adults who employ rote memorization have stronger neural plasticity than those who don't.
Preserving culture: The written word has not always existed, and even now there are people who may not have access to paper or the internet. Chan explains that "memorization has been a traditional method for preserving cultural and historical knowledge. Oral traditions, epic poems, and religious texts have been passed down through generations via memorization."

The act of memorizing through repetition, as you may suspect, also has its down sides. This is why it isn't always the solution to every problem. These are the disadvantages of rote memorization.

Lack of Retention: Memorizing facts through repetition doesn't necessarily keep them in your brain for long. "Information memorized through rote learning is often retained in the short term but may be forgotten relatively quickly if not actively used," says Chan.
Shallow Understanding: You don't necessarily get much depth out of rote memorization. Says Chan, "one of the most significant drawbacks of rote memorization is that it often does not promote a deep understanding of the material. Learners may memorize facts or information without truly comprehending their meaning or how they fit into a broader context."
It Doesn't Benefit Your Mind: Rote memorization can't teach you how to think for yourself. "Rote memorization tends to focus on memorizing facts and procedures, which may discourage critical thinking or problem-solving skills," explains Chan.

What's the Difference Between Rote Memorization and Meaningful Learning?

Both rote memorization and meaningful learning have their place. The most important thing to remember is that they are different, and rote memorization cannot stand in as a substitute for actual learning. Just because you have memorized something doesn't mean you understand it, and it doesn't mean that you can do anything with that information beyond recite it.

The uses for rote memorization are not as vast as they are for deep learning. Says Chan, "rote memorization involves repeating and memorizing information without a deep understanding of its meaning, often leading to short-term retention and limited application." On the other hand, he explains that "meaningful learning focuses on understanding the underlying concepts and principles, encouraging critical thinking, and facilitating the integration of knowledge into broader contexts. Meaningful learning promotes long-term retention and the ability to apply knowledge flexibly."

If you have a big test coming up or a list of attendees to memorize for a party, if may be helpful for you to utilize rote memorization. It can't replace meaningful learning, but it has its place.

Ahmed A, Ahmed N. Comparative analysis of rote learning on high and low achievers in graduate and undergraduate programs. Journal of Education and Educational Development . 2017;4(1):111-129.

Roche RA, Mullally SL, McNulty JP, et al. P rolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain. BMC Neurosci . 2009;10:136.

By Ariane Resnick, CNC Ariane Resnick, CNC is a mental health writer, certified nutritionist, and wellness author who advocates for accessibility and inclusivity.

Rote Learning: Definition, Examples, Pros, Cons

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

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Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Rote learning refers to a type of learning where students memorize subject content. It is usually accomplished through repetition and often involves the memorization of dates and facts.

Rote learning is frequently used in younger age groups because they need to form a solid foundation of knowledge.

For example, kindergarten-age children learn how to count through practice. Similarly, learning how to read requires the memorization of sounds that match specific letters.

For older age groups, rote memory is regularly used to teach students how to solve mathematical and chemical equations.

Once foundational knowledge has been established, students can engage in critical thinking and analysis, which are higher-order cognitive processes.

Rote Learning Definition

Here are two quick scholarly definitions:

“Rote learning occurs when the learner memorizes new information without relating it to prior knowledge and involves no effort to integrate new knowledge with existing concepts, experience, or objects. (Repko, 2008)
“To learn by rote is to learn by means of repetition, i.e. by going over the same beaten track or route again and again. Rote is really the same word as route.” (Cobham Brewer, 2001) Wordsworth Dictionary of Phrase and Fable

Rote Learning Vs. Meaningful Learning

Rote learning is fundamentally a memorization technique. It requires the learner to repeat facts and procedures until they are thoroughly memorized.
Meaningful learning refers to a focus on understanding rather than just memorizing. It requires connecting new information to prior knowledge through experiential learning scenarios. It is argued that this leaders to deeper understanding and more long-lasting learning.

Meaningful learning refers to the ability to understand how those memorized concepts are connected and relate to one another. This represents an advanced level of learning and as such requires higher-order cognitive processing.

Although rote learning and meaningful learning are usually discussed as distinct categories, Grove and Bertz (2011) explain that:

“Rote and meaningful learning, rather, are endpoints along a continuum of learning.” (Grove & Bertz, 2011, p. 201)

The rote vs. meaningful learning dichotomy has been around for several decades.

Novak (1977) was among the first to identify this misconception by stating:

“…Except perhaps in a newborn infant, absolute rote learning probably never occurs. [. . .] It is very important to recognize that rote – meaningful is a continuum and not a dichotomy .” (Novak, 1977, p. 80)

By conducting a qualitative analysis of several organic chemistry students, Grove and Bertz discovered that learning could be enhanced by helping students identify

“…intermediate positions on the continuum connecting meaningful learning and rote learning” (p. 207).

They suggest that “it is essential that professors make every effort to highlight the vital role that organic chemistry plays in connecting the sciences.” (Grove & Bertz, 2011, p. 201).

This approach can help fill the gap between the false dichotomy of rote and meaningful learning.

Rote Learning Advantages and Disadvantages

Rote learning has been heavily criticized since the rise of constructivism in education in the second half of the 20 th Century.

The key criticism is that it tends to be a passive form of learning under the behaviorism model of education. Under this model, students aren’t encouraged to learn through experiences or by connecting, comparing, and contrasting new information with their prior knowledge . Rather, they learn primarily through repetition .

Here is the contrast:

Constructivism’s Argument : We tend to remember things more effectively when making connections to prior knowledge, contextualizing knowledge, and exploring concepts through storytelling and experience. For example: you will be able to recount events better if you actually were there rather than if you’re just retelling someone else’s story. (This approach tends to be associated with active learning ).
Behaviorism’s Argument : We learn through repetition. Give the student the information they need to know, then get them to repeat it over and over again, often over a spaced period of time (see: spaced repetition), accompanied by rewards and punishments. (This approach tends to be associated with passive learning ).

Generally, contemporary education theorists believe that the constructivist perspective – what we might call contextualized learning – is far more effective than behaviorism.

Key Strengths

1. is good for developing foundational knowledge.

It is quite difficult for students to exercise higher-order cognitive processes without a solid foundation of facts and concepts.

The understanding of basic definitions is the first step to advanced application that is needed for most areas of academic study.

Therefore, rote learning serves an invaluable place in educational endeavors. It lays the foundation of knowledge that can then be utilized at other levels such as analysis, synthesis, application and innovation.

2. Could be an Essential Step to Mastery

In addition to cognitive activities, rote learning also plays a key role in the development of physical skills. This includes sports and learning how to play any musical instrument.

The physical coordination that is required to excel in these domains cannot be mastered without repetition. In fact, the degree of rehearsal of specific movements and sequence of actions is directly related to performance.

Those that master these skills will invariably point to the number of hours spent practicing (i.e., rote learning). Those not willing to put in the time simply fail to succeed.

Key Weaknesses

1. shallow learning.

Almost by definition, rote learning represents a very shallow level of understanding. The memorization of facts and definitions in no way implies that the individual has a mastery of comprehension.

Rote learning does not involve higher-order cognitive processing needed for critical analysis , synthesis or innovation. Moreover, testing students’ memorization of facts and definitions really tells us nothing about if they truly understand the concepts being assessed, or if they are just repeating a sequence of words they have been told go together.

2. Dull Learning

Repetition in and of itself is unstimulating. When students are studying an academic subject or attempting to learn how to play a musical instrument, repetition is their least favorite aspect of learning.

Many students will simply lose interest and motivation to continue study or rehearsal. Their goals often include visions of accomplishment that are far-removed from the daily grind that is required to reach those heights.

This is often what separates those who become masters and those who fall by the wayside and ultimately pursue other interests.

Table Comparison

Below are some additional advantages and weaknesses of rote learning:


Rote learning can be effective for memorizing factual information. It may have its place for memorizing dates, formulas, and vocabulary words that are hard to remember in any other way.	Often, students memorize information without truly understanding it, leading to poor long-term memory and inability to use the information in a new context.
Sometimes, we just need to memorize things such as our times tables. Once we have them in memory, we can do more complex math tasks by quickly recalling the base knowledge necessary.	Rote learning can be tedious. It tends to be very boring because it’s literally trying the same thing over and over again.
Rote learning tends to be quick and efficient. You simply get told the facts, and then are asked to repeat them. There is no worrying about context or background knowledge.	: Rote learning does not encourage students to critique and analyze information. It simply requires “ ” in the mind.
: Unfortunately, standardized tests tend to ask students to repeat information in a decontextualize way. Rote learning can be very helpful for preparing for these sorts of tests.	People who learn things by rote tend to find it hard to apply the knowledge and facts to new contexts.
Rote learning – for example, through memorizing a presentation you need to give – can give you great confidence leading up to a test or presentation.	Rote learning may result in short-term memorization but it is still questionable as to whether the information will effectively be retained in the long term.

Rote Learning Examples

Mrs. Williams is preparing her grade one students for the school’s annual Christmas Show. They have been rehearsing the song they will sing for weeks.
Mr. Yamamoto starts every chemistry class by asking his students to collectively recite the chemical equations from yesterday’s class.
Janelle has a stack of index cards with the names and dates of historical figures and events that she studies every night before going to bed.
Students in Maria’s anatomy class have to name all the bones in the human skeletal structure if they want to pass the cumulative final exam.
Sam has been repeating over and over again all 17 of his passwords so that he can commit them to memory and doesn’t need to set his computer to hold each one in storage.
Joon is memorizing his parent’s phone number instead of saving it in his phone in case he loses his phone one day and needs to call home.
Kumar wants to make sure his son will do well on his next geography test so every night he gives him a blank map to fill in.
Mrs. Rodriguez makes each of her kindergarten students repeat every morning the phone numbers for emergency services such as the police, fire department, and ambulance.
Each night, Javier memorizes another column of the Periodic Table.
The coach insists that his players run the drills until they can perform each one without thinking.

Case Studies and Research Basis

1. kwan and mafe (2016) – rote learning in medical school.

Is there a profession with more challenging training than medical school? Well-known for its rigor and demand, future physicians must master the knowledge and operating principles of one of nature’s most complex creations: the human body.

Medical schools are some of the best practitioners of effective educational strategies.

Case in point: the best medical schools in the world implement a problem-based approach that requires students to work in teams, diagnose, and develop treatment regimens for actual clinical cases.

With such high-level cognitive demands, you would think there is little value in rote learning.

However, use the example of the physical examination to illustrate the importance of rote memory:

“Learning the physical examination is much the same as learning scales on a musical instrument where muscle memory needs to be trained and in place before more complex melodies can be performed.” (Kwan & Mafe, 2016, p. 430)

Although rote memory is often considered shallow learning, it plays a valuable role in one of life’s most demanding professions.

2. Brett et al. (2020) – Gamification Of Rote Learning

Rote learning is necessary for the mastery of physical coordination found in sports or learning to play a musical instrument. Both of these pursuits require repetitive movements to build muscle memory.

Unfortunately, these aspects are least appealing to most people.

Brett et al. (2020) suggest that gamification offers a solution. Gamification involves incorporating game elements into a repetitive task, such as learning to type or play a musical instrument.

The describe several games that try:

“…to teach users how to play an instrument draw upon the professional side with detailed lessons and exercises, whilst also utilising elements of gamification …to enrich the educational experience and motivate users to keep learning and practicing” (p. 724).

The authors utilize Chou’s Octalysis to identify aspects of gamification that are applicable to behavioral objectives .

For example, meaning . This involves adding a narrative to the play that users find interesting, which then increases motivation to continue playing.

Another element is accomplishment . Players can progress through stages as their skills improve. This element adds a much-needed feeling of accomplishment that can be missing in traditional rote-learning activities.

Gamification offers a potentially effective approach to increasing both motivation and enjoyment of rote learning.

3. Roche et al. (2009) – Rote Learning And The Aging Brain

Getting older means losing various physical and cognitive abilities that most people take for granted during their younger years. Memory problems are one of the main complaints the elderly express to their doctor (Levy-Cushman & Abeles, 1998).

As Roche et al. (2009) explain:

“The normal decline in memory performance that accompanies old age is thought to be related to cell loss in the hippocampus and prefrontal cortex, two crucial areas for memory encoding and recall.” (Small, 2001, p. 2)

In an attempt to combat cognitive decline, Roche et al. (2009) had 24 participants, ages 55-70, engage in six weeks of a rote learning training regime.

Participants were then administered various memory tests and had the metabolic profile of their hippocampus measured.

The results “found that this training regime did produce an enhancement in memory function” (p. 11).

In addition, “A delayed memory enhancement was found…six weeks after the end of their weekly rote learning regimen” (p. 12).

Even more interesting, “these benefits appear to be associated with metabolic changes in the left posterior hippocampus” (p. 15).

Rote learning is the repetition of learning material in order for it to be committed to long-term memory. The process is quite simple: repeat the material, over and over again.

It does not require any advanced cognitive skills such as understanding how concepts are connected or engaging in critical analysis.

Because it is so repetitive, it represents an impediment to beginners continuing their pursuit. Students simply get bored and lose interest.

Some strategies can help students maintain interest. For instance, integrating gamification elements in a subject can make the experience of learning more dynamic and compelling.

Research suggests that helping students understand the relevancy of a subject can improve motivation as well. This can involve teachers highlighting the practical applications of the subject domain or its value to other disciplines.

Brett, J., Gladwell, T., Xu, N., Amelidis, P., Davis, T., & Gatzidis, C. (2020, August). Developing games for the purposes of rote learning for keyboard and piano. In 2020 IEEE Conference on Games (CoG) (pp. 724-727). IEEE.

Grove, N. P., & Bretz, S. L. (2012). A continuum of learning: from rote memorization to meaningful learning in organic chemistry. Chemistry Education Research and Practice , 13 (3), 201-208. Doi: https://doi.org/10.1039/C1RP90069B

Kwan, R., & Mafe, C. (2016). Rote learning: A necessary evil. Advances in Medical Education and Practice, 7 , 429-432. https://doi.org/10.2147/AMEP.S115838

Levy-Cushman, J., & Abeles, N. (1998). Memory complaints in the able elderly. Clinical Gerontology, 19 , 3-24.

Novak, J. (1977). A theory of education . Cornell University: Ithaca, NY.

Pasquier, F. (1999). Early diagnosis of dementia: Neuropsychology. Journal of Neurology, 246 , 6-15. Doi: https://doi.org/10.1007/s004150050299

Roche, R. A., Mullally, S. L., McNulty, J. P., Hayden, J., Brennan, P., Doherty, C. P., … & O’Mara, S. M. (2009). Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain. BMC Neuroscience , 10 , 1-17. Doi: https://doi.org/10.1186/1471-2202-10-136

Small, S.A. (2001). Age-related memory decline. Archives in Neurology, 58 , 360-364.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
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Rote Memorization and Learning Techniques

There are two types of cells: _____ and ______.

The states are Alabama, Alaska, Arizona, Arkansas…

You might be singing songs as you pull up this information in your head. You might be thinking about a flashcard you used in grade school before a quiz. The goal of these exercises and study games became to memorize the information.

You probably repeated these exercises, quizzes, and other study techniques repeatedly. During this time, you were engaging in a practice called rote memorization.

In this discussion, I’ll discuss rote memorization, why it’s highly debated among educators, and how to use it effectively. Rote memorization alone will not make you a genius, but it can help to set a solid foundation for evaluation, creation, and other high-level thinking skills.

What is rote memorization?

Rote memorization, or rote learning, is learning through repetition and memorization. The goal of rote memorization is to be able to recall information once it is presented to you instantly.

Four! You probably didn’t have to think about the answer. But this is only after years and years of hearing your parents, teachers, or characters on television tell you that 2+2 is 4. This is a successful case of rote memorization.

Throughout this page, I’ve mentioned a few ways we learn through rote memorization. Everyone also has their own unique tricks. You have also probably used a handful of these at the suggestion of teachers, parents, or study buddies:

Using mnemonic devices
Singing songs to learn information
Repeatedly solving the problem (spelling the same word repeatedly, taking many multiplication tests, etc.)

Rote memorization vs critical thinking (difference between memory and intelligence)

Learning strategies often generate significant curiosity. Among these, the merits and demerits of rote memorization are frequently debated. Recently, with standardized tests becoming a predominant measure of a student's academic success, rote memorization, which focuses on learning through repetition without necessarily understanding the context, has faced criticism.

Memorizing a list of definitions for a test poses a question: Does recollection equate to genuine understanding?

Many educators advocate that relying solely on rote memorization can be detrimental. When the focus shifts to just "teaching to the test," students may miss out on developing crucial critical thinking skills . For example, while recalling that 12 x 12 equals 144 is handy, it's more impactful to understand the concept of multiplication, the logic behind it, and its application in various scenarios.

Similarly, simply naming all 50 states doesn't provide as profound an insight as exploring each one's unique culture and geography. Regurgitating facts isn't sufficient in real-world situations, especially in professional environments. True problem-solving demands critical thinking: the ability to analyze, evaluate, and innovate. This often involves experimenting, learning from mistakes, and applying a more profound understanding to find solutions.

When is rote helpful learning? (short time frame or foundational information)

Rote memorization is one of many techniques available for acquiring new knowledge. While it focuses on repetition and memorizing facts verbatim, critics argue that it doesn't promote the depth of understanding and hands-on skills offered by experiential or project-based learning methods. In discussions on pedagogy, some contrast "rote learning" with "meaningful learning," inadvertently suggesting that the former lacks depth or relevance.

However, dismissing rote memorization as merely an "old" or "outdated" strategy would be a misunderstanding. In truth, it has its own merit and place in the learning process. When utilized appropriately, rote memorization can lay the foundational knowledge required before engaging in more interactive or hands-on learning experiences. Think of it as building the base of a pyramid, wherein experiential or project-based techniques can then enrich and expand upon that established knowledge.

Building a Foundation

In 1956, educational psychologist Benjamin Blo om created a hierarchy that classified higher-level and lower-level thinking. The hierarchy was built as a framework to help educators classify their goals for teaching students.

At the top of the hierarchy is “synthesis,” which psychologists have revised to “creation.” Creation includes all the higher-level skills you might expect: generating new ideas, planning a strategy, etc. Alongside creation is “evaluation.”

At the bottom of the hierarchy is “knowledge” or “remembering.” The skills required to display this level of thinking include recalling facts, recognizing and describing patterns, and memorizing information.

Like most hierarchies, the top cannot exist without the bottom. In Maslow’s Hierarchy of Needs, we cannot obtain self-actualization without physical needs like food and shelter. The same principle applies to Bloom's hierarchy. We cannot evaluate and transform facts into something new without memorizing and recalling facts.

It’s challenging to think about taking a calculus class without the ability to know basic multiplication tables. Even if you did know how to use a calculator to add, divide, and subtract, higher-level math classes would be frustrating and tedious without the knowledge of 2+2.

Recalling the tunes you sang to conjugate verbs in a second language is a prime example of rote memorization at work. Such melodies and repetitive chants embed information in our memory, serving as foundational blocks. This foundation is essential, for without it, our broader understanding and application of knowledge would be unstable, much like a pyramid built on shaky ground.

Learning in a Short Time Frame

Rote memorization is the fastest way to learn something. Period. If you want to ensure that tomorrow’s test will memorize the capital of Japan, memorize it. Experiencing the culture of Japan or understanding how you can find the capital of Japan are great strategies, but unless you can Google the capital of Japan during your test tomorrow, you probably won’t be able to recall it.

The critical lesson to take away from this video is that it’s essential to strike a balance between simply memorizing information and applying it to higher-level learning strategies. Rote memorization can quickly establish a piece of foundational knowledge, but merely recalling facts doesn't demonstrate a deep understanding of a subject. To be an expert on Tokyo, you will have to do much more than just knowing that it’s the capital of Japan.

When you sit down to learn a subject, think about your goals. What do you need to know? What skills do you need to possess to get there? And what strategies will help you best retain what you need to learn?

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Rote Learning

December 8, 2023

The basics of rote learning: a method focused on memorization through repetition, ideal for mastering fundamental facts and figures.

Main, P. (2023, December 8). Rote Learning. Retrieved from www.structural-learning.com/post/rote-learning

What is Rote Learning?

Rote learning is a memorization technique that involves repeating information over and over until it is committed to memory . It is often associated with the traditional style of education, where students are expected to simply repeat information without truly understanding it.

Rote learning is commonly used to remember facts, formulas, and other important details, but it is often criticized for not promoting deeper comprehension or critical thinking skills. In this article, we will explore the concept of rote learning, its potential benefits and drawbacks, and alternative learning strategies that may be more effective in the long run.

Rote learning is a method that involves the memorization of specific information through repetition. The primary benefits of rote learning include its effectiveness in memorizing specific information such as dates, facts, or figures.

This method can also be useful in learning music scales or historical dates. Rote learning can be advantageous for adults in certain contexts, such as when they need to quickly recall specific information in their professional lives.

For example, medical professionals may benefit from rote learning when memorizing drug dosages or the symptoms of particular diseases. Additionally, adults learning a new language may find rote learning helpful for memorizing vocabulary and grammatical rules.

The benefits of rote learning include its effectiveness in memorization and its usefulness in certain contexts for adults in professional and educational settings.

Examples of Rote Learning

As we have seen, rote learning is a traditional memorization technique where information is repeated until it's firmly memorized. It's often employed in educational settings to help children and students embed basic knowledge.

Concrete Examples of Rote Learning include:

Spelling Games :
Children learn to spell words correctly through repetitive practice.
Games might involve spelling out words aloud or writing them multiple times.
Repetition of the Alphabet :
Helps young learners remember the sequence of letters.
Activities may include singing the alphabet song or tracing letters.
Memorizing Multiplication Tables :
Students recite and practice multiplication facts repeatedly.
This could involve oral repetition, written exercises, or interactive apps.
Memory Games :
Enhance recall through visual and associative memory techniques .
Examples include matching cards with words and images or using flashcards.
Multi-Sensory Rote Learning :
Combines visual, auditory, and kinesthetic elements to enhance memorization.
Activities might involve moving to a rhythm while reciting or using colorful visual aids.

Incorporating these techniques, educators can make rote learning more engaging and effective, helping students to firmly grasp foundational knowledge.

Techniques of Rote Learning

Rote learning, also known as memorization or repetition learning, is a technique that involves the memorization of information through repetition without necessarily u nderstanding the meaning or significance of the information.

This method has been used for centuries in education and has been a common practice in many cultures. There are various techniques and strategies that can be employed to enhance the effectiveness of rote learning, and understanding these methods can be beneficial in educational settings .

Memorization Technique

The memorization technique discussed in the next heading emphasizes the importance of rote repetition for strengthening memory and long-term retention. Rote repetition involves repeating information over and over again until it becomes ingrained in long-term memory. This process is crucial for committing information to memory and allowing for automatic processes to take over, freeing up working memory for more complex higher-order skills .

Committing information to long-term memory has many benefits, as it allows individuals to cheat the limitations of working memory . Once information is stored in long-term memory, it can be accessed and utilized without the need to constantly rehearse or hold it in working memory. This process is essential for more complex cognitive tasks and activities that require deep conceptual understanding and problem-solving skills.

Rote repetition plays a critical role in strengthening memory and long-term retention, while also freeing up working memory for higher-order skills . Committing information to long-term memory is essential for overcoming the limitations of working memory and allowing for more advanced cognitive processes to take place.

Spaced Repetition Technique

Spaced repetition is a learning technique that involves spacing out review of material over increasing intervals of time. This method has been shown to improve knowledge retention compared to traditional learning methods.

In elearning , spaced repetition can be integrated by using algorithms to schedule review sessions of previously learned material at optimal times. This allows learners to remember information more effectively and for longer periods of time.

Many Elearning platforms utilize spaced repetition by incorporating features such as personalized quizzes and flashcards. These tools prompt learners to review information at specific intervals, reinforcing their memory of the material. This integration enhances the overall learning experience, leading to improved knowledge retention and long-term recall.

In the workplace, spaced repetition can be used to enhance rote learning by systematically reviewing important information at regular intervals. This ensures that employees retain critical knowledge and skills necessary for their roles.

By incorporating spaced repetition into workplace learning, organizations can improve the effectiveness of training programs and enhance employee performance.

Overall, the spaced repetition technique in elearning offers significant benefits for knowledge retention and can be effectively utilized to enhance rote learning in the workplace.

Rote Learning Vs Critical Thinking

In the landscape of secondary education, a balance between rote memorization and critical thinking is essential for meaningful learning. Teachers often navigate this terrain, recognizing that while active learning strategies engage students in higher-order thinking, foundational knowledge—sometimes built through rote learning—serves as the bedrock for such critical engagement.

The journey from memorizing facts to applying them in complex ways mirrors the cognitive development stages outlined in educational psychology . Rote memorization, although sometimes viewed as mechanical, equips students with the necessary vocabulary and basic concepts that form the scaffold for critical analysis and synthesis.

It is this interplay of acquiring knowledge and then using it as a tool for deeper inquiry that constitutes the heart of meaningful learning.

In Special Education , this dynamic is especially pertinent; educators must tailor their approaches to ensure that students with diverse learning needs can access and apply knowledge in ways that resonate with their unique learning profiles.

Engaging students in critical thinking does not negate the importance of rote learning; instead, it emphasizes the need for a firm grasp of fundamental knowledge before one can evaluate, infer, or create anew. This cognitive groundwork is not just a stepping stone but a vital component of the educational process.

As such, educators aim to transcend the dichotomy of rote versus critical thinking, acknowledging that one feeds into the other. By fostering an environment where rote memorization acts as a precursor to critical thinking, teachers empower students to not only understand but also to question and extend their knowledge.

Active learning, therefore, is not just about interaction and engagement, but also about ensuring that students have the necessary knowledge base to participate in such a dynamic educational experience fully.

The Role of Rote Learning in the School Curriculum

In the fabric of 21st-century education, the role of rote learning is nuanced, with its suitability varying across different types of knowledge within the curriculum.

Epistemology , the theory of knowledge , suggests that certain cognitive skills benefit from the foundational support provided by rote learning.

When children commit basic facts to memory, they create a framework of previous knowledge that can be accessed for more complex tasks. This method can be especially beneficial in Special Education , where rote learning supports the development of memory pathways, aiding students who thrive as rote learners.

In secondary education, while the focus is increasingly on meaningful learning and deep understanding, there remains a clear place for rote learning.

Types of Knowledge Suited to Rote Learning:

Times Tables : Mastery of multiplication through rote learning facilitates more advanced mathematical problem-solving .
Spelling : Memorizing correct spellings lays the groundwork for effective communication and deeper literacy skills.
Historical Dates : Knowing key dates allows students to place historical events within a broader context.
Scientific Terminology : Familiarity with technical terms is essential for engaging with complex scientific concepts.
Geographical Facts : Countries, capitals, and physical features form the basis for more elaborate geographical studies.
Language Vocabulary : Building a bank of vocabulary through rote learning is fundamental for language acquisition.

Rote learning, when employed effectively, can anchor students' learning experiences, providing them with the necessary tools to engage in higher-level cognitive tasks . It acts as a stepping stone towards achieving a comprehensive educational journey.

Does the Rote Method Of Learning still play a role?

As we have explored, the rote method of learning is a traditional approach that involves memorizing information through repetition without necessarily understanding the underlying concepts. This method has been a subject of debate among educators, with proponents arguing that it is an effective way to quickly and efficiently memorize facts, while critics claim that it hinders deeper understanding and critical thinking skills.

In this section, we will explore the advantages and disadvantages of using the rote method of learning.

Advantages Of Using The Rote Method Of Learning

While rote learning is instrumental in building a base of knowledge, it's part of a broader educational strategy that includes critical thinking and creative problem-solving to foster a comprehensive understanding.

Quick Recall of Facts : Rote learning enables students to memorize and recall information rapidly.
Foundational Knowledge : It lays the groundwork for deeper understanding in various subjects.
Order and Sequence : This method is effective for learning sequences like the alphabet and multiplication tables.
Retention of Lists : Students can use rote learning to remember lists, such as historical events in chronological order.
Vocabulary Acquisition : Memorizing vocabulary words is facilitated through rote techniques.
Key Date Memorization : Rote methods assist in learning significant dates relevant to a subject.
Formula Retention : It is useful for ingraining mathematical and scientific formulas in memory.

Disadvantages Of Using The Rote Method Of Learning

Recognizing these disadvantages is crucial for educators to balance rote learning with more interactive and thought-provoking teaching methods.

Superficial Understanding : Rote learning may lead to memorizing facts without grasping the underlying concepts .
Short-Term Retention : Knowledge acquired through rote learning is often not retained over the long term.
Lack of Engagement : This method can cause students to disengage from the learning process.
Minimal Critical Thinking : Rote learning does not typically encourage analysis or synthesis of information.
Poor Application : Students might struggle to apply memorized information to practical situations .
Lack of Connections : The method fails to promote making connections between different pieces of information.
Limited Creativity : Rote learning focuses on repetition, which can stifle creative problem-solving skills.

Rote Learning in Language Acquisition

Rote learning in language acquisition involves the memorization of vocabulary and grammar rules through repetition and rehearsal. This method can be challenging as it requires a significant amount of time and effort to commit information to memory. The process of rote learning can also be monotonous and may lead to a lack of meaningful understanding or application of the language.

However, rote learning can be beneficial in language acquisition as it provides a foundation for language skills and helps learners to quickly memorize new vocabulary and grammar rules. It also encourages consistent practice, which can improve fluency and proficiency in a language.

One drawback of rote learning is the potential for forgetting over time , as information that is not regularly reinforced may be lost. Additionally, the reliance on rote learning may hinder adaptability in using the language in real-life situations.

Overall, while rote learning can aid in memorization and initial language acquisition, it is essential to supplement this method with other approaches to ensure a deeper understanding and long-term retention of language skills .

The Neuroscience Behind Rote Learning

Rote learning is deeply rooted in neuroscience . When we repeatedly practice a certain activity or information, the connections between neurons in the brain are strengthened, resulting in more efficient retrieval of that information.

However, a potential downside of rote learning is the potential for a large database size, as every piece of information we learn adds to our memory store. This can result in slower recognition speed and increased difficulty in accessing specific information .

To address this, a compensating mechanism of forgetting is essential in learning. This allows the brain to clear out unnecessary information and make room for new learning.

Neural networks have the potential to address the challenges of rote learning by mimicking the brain's ability to process and store information. However, controlling their abilities is currently a major difficulty. While neural networks are capable of learning and adapting, they can also fall into the trap of overfitting and becoming too specialized in specific tasks, hindering generalizability.

Understanding the neural basis of rote learning and harnessing the power of neural networks holds promise for optimizing the learning process in the future.

Rote Learning for developing Foundational Knowledge

Moving Beyond Rote Learning: Developing Higher-Order Thinking Skills

Rote learning has its limitations in that it focuses on memorization rather than deeper understanding. While rote learning can be useful for the acquisition of basic facts and information, it may hinder the development of higher-order thinking skills such as critical thinking and problem-solving.

Modern teaching methods like metacognition and associative learning provide alternatives to rote memorization by encouraging students to think more deeply about the information they are learning and make connections between different pieces of knowledge.

Educators can move beyond rote learning and foster higher-level thinking in their classrooms by incorporating strategies and techniques that promote critical thinking and problem-solving . This can be achieved through activities that require students to analyze and evaluate information, rather than simply memorize it.

Encouraging students to ask questions, think critically about the material, and apply their knowledge to new situations can help to develop their higher-order thinking skills . By embracing modern teaching methods and moving beyond rote learning, educators can help students achieve deeper understanding and meaningful learning.

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What is Rote Learning—and is it Effective? A Battle Between Memory and Intelligence

Rote learning is defined as the memorization of information based on repetition. The two best examples of rote learning are the alphabet and numbers. Slightly more complicated examples include multiplication tables and spelling words. At the high-school level, scientific elements and their chemical numbers must be memorized by rote. And, many times, teachers use rote learning without even realizing they do so.

Does rote learning have a place in 21st-century education?

Is rote learning an outdated technique or is there a valid place for its use in the classroom today? Increasingly, rote learning is being abandoned for newer techniques such as associative learning, meta cognition, and critical thinking instead of being used as a functional foundation to higher levels of learning.

It’s always useful to apply meaningful relationships to basic skills. At the end of the day, however, rote learning plays a bigger role than most teachers would like to recognize in today’s learning climate. It’s up to us to leverage our own unique teaching methods to produce the most effective learning environment for our students, and it’s important to keep an open mind around “the right” approach.

The difference between memory and intelligence

The mental ability to memorize is often used as an indicator of intelligence. No doubt, the two are strongly linked, but memory is not always a reliable indicator of intelligence. Working memory does not directly affect the level of intelligence of a student.

Most of the time, a deficit in working memory is due to the structure of learning. Think of working memory as a filing cabinet. If each piece of information has a separate file, finding the information becomes difficult. If factors such as stress, lack of sleep, and distractions are involved, finding the information is even harder. Instead, effective memorization involves categorization of the information and sections within sections of the filing cabinet.

Memory is not a strong indicator of intelligence. Instead, it is linked to interaction of environmental factors and training.

When is there a problem with rote learning?

When rote memorization is applied as the main focus of learning, it is not considered higher-level thought or critical thinking. Opponents to rote memorization argue that creativity in students is stunted and suppressed, and students do not learn how to think, analyze or solve problems. These educators believe, instead, that a more associative or constructive learning should be applied in the classroom. If the majority of the student’s day is spent on repetition, the foundation for learning becomes shaky.

Oftentimes, teachers are scorned for “teaching to the test,” referring to standardized testing, and are criticized for applying rote memorization as a foundational skill. When the role of rote memorization is an end in itself, instead of a means to an end, rote memorization fails as a building block to critical thinking.

When the argument focuses on rote learning as an either/or situation, rote learning is stigmatized as a technique that “lazy” or “uninformed” teachers use. But, in reality, rote learning and higher-level thinking are actually intimately intertwined.

When—and why—is rote learning is useful?

As an alternative approach to subject areas that require memorization with disdain and conflict, teachers can build higher-level critical thinking skills with rote learning as the foundation.

Rote learning as a building block

Consider this: How do students learn the alphabet or multiplication tables if not through rote memorization? For that matter, can a high school chemistry student progress without having the Table of Elements memorized?

While it’s not a means to an end, rote learning is necessary if you want to engage in higher-level thinking. After all, can you do calculus or engineering-math, or even basic algebra, if you constantly have to remember how to multiply or look up functions and operations? That method would take forever. And you won’t likely have “ah-ha” moments or breakthroughs.

As another example, these same principles also applies to spelling. Although everyone today uses word processors with spell check, spelling is still important when filling out forms and writing letters. Knowing how to spell makes writing easier and faster.

To truly engage in higher level thinking, students must first learn basic material and memorize this material so they can refer to it later down the road when dealing with more advanced lessons and learning.

Rote learning is not an either/or matter

Rote learning and memorization do not equal higher-level thinking, and should not replace one for the other. Rote learning, however, is the cornerstone of higher-level thinking and should not be ignored. Especially in today’s advanced technological world, rote memorization might be even more important than ever! Think of rote learning as the the filing system for your brain. If you can easily access the information when performing a certain task, the brain is free to make major leaps in learning.

Rote learning is defined as the memorization of information based on repetition. The two best examples of rote learning are the alphabet and numbers. Slightly more complicated examples include multiplication tables and spelling words. At the high-school level, scientific elements and their chemical numbers must be memorized by rote. And, many times, teachers use rote learning without even realizing they do so.

Understanding Rote Learning in Psychology: Definition, Benefits, and Limitations

Rote learning is a common method used in education to memorize information through repetition. But what exactly is rote learning, and how is it defined in psychology? This article explores the definition of rote learning, its benefits such as improved memorization and test scores, and its limitations such as limited understanding and engagement.

We will discuss how rote learning can be used effectively by combining it with active learning and incorporating variety and creativity. Stay tuned to discover some examples of rote learning and how it can be applied in different contexts.

Rote learning is a memorization technique that involves repeating information without understanding its meaning.
Rote learning can be beneficial for improving memory, building a foundation of knowledge, and boosting test scores.
However, it also has limitations such as limited understanding and application, boredom, and difficulty in problem solving. Combining it with active learning, using it for basic concepts, and incorporating variety and creativity can make it more effective.
1.1 How Is Rote Learning Defined in Psychology?
2.1 Memorization and Recall
2.2 Building a Foundation of Knowledge
2.3 Improving Test Scores
3.1 Limited Understanding and Application
3.2 Boredom and Lack of Engagement
3.3 Difficulty in Problem Solving
4.1 Combining Rote Learning with Active Learning
4.2 Using Rote Learning for Basic Concepts
4.3 Incorporating Variety and Creativity
5.1 Memorizing Multiplication Tables
5.2 Learning Vocabulary Words
5.3 Reciting Historical Dates and Events
6.1 What is rote learning in psychology?
6.2 What are the benefits of rote learning?
6.3 What are the limitations of rote learning?
6.4 How does rote learning impact academic performance?
6.5 Can rote learning be used in all subjects?
6.6 How can one balance rote learning with other learning methods?

What Is Rote Learning?

Rote learning , a traditional style of education, involves the memorization of facts, figures, and formulas through repetition and recall.

In educational settings, rote learning plays a significant role in aiding students to internalize information and foster memory retention. By continuously practicing and repeating information, individuals enhance their ability to recall key details effortlessly. For example, in language learning, learners often use rote learning to memorize vocabulary words and grammar rules. This method is also commonly employed in subjects such as history, where memorizing dates and events is essential.

While rote learning can be beneficial in helping individuals quickly grasp and remember information, some critics argue that it may hinder deeper understanding and critical thinking skills. Relying solely on rote memorization can sometimes limit comprehension as students may not fully grasp the underlying concepts. Despite this, studies have shown that rote learning can improve memory performance and cognitive skills in certain contexts.

How Is Rote Learning Defined in Psychology?

In educational psychology, rote learning is characterized by the memorization of information without a deep conceptual understanding, emphasizing cognitive processes involved in memory enhancement.

Rote learning plays a significant role in educational settings, especially for foundational knowledge acquisition. It involves repetition and rehearsal, aiding in the encoding of information into long-term memory. By focusing on memorization rather than comprehension, individuals rely on retrieval cues to recall facts quickly. This method can be beneficial for certain types of information that require quick recall, such as multiplication tables or vocabulary.

Over-reliance on rote memorization alone may limit critical thinking abilities and hinder the development of higher-order cognitive skills. It can create a surface-level understanding, leading to difficulties in applying knowledge to real-world problem-solving scenarios.

What Are the Benefits of Rote Learning?

Rote learning offers benefits such as improved memorization and recall, laying a foundational knowledge base for higher-order cognitive skills.

By repetitively practicing and reciting information, learners can ingrain facts and concepts into their long-term memory, enabling quicker retrieval and application of knowledge. This method can be especially useful in subjects like mathematics and languages, where memorization of formulas, vocabulary, and grammar rules is essential.

Rote learning provides a strong scaffolding upon which learners can build their analytical and problem-solving abilities. When fundamental facts are firmly established through rote learning, students can then delve deeper into the material, make connections, and approach complex problems with a more solid understanding.

Memorization and Recall

Rote learning aids in the memorization and recall of facts and information, contributing to long-term memory storage and retrieval processes.

Memorization is a fundamental aspect of learning that involves the encoding of information into our memory banks for later retrieval. When we engage in rote learning, such as repeating a list of vocabulary words or math formulas, we enhance our ability to store that information for future use. This process is crucial in building a strong foundation of knowledge that can be accessed when needed.

Effective memorization techniques include using mnemonic devices, creating visual aids, and practicing retrieval through quizzes or flashcards. By regularly reinforcing the information we want to remember, we strengthen the neural connections in our brains associated with that knowledge, making it easier to recall in the future.

Building a Foundation of Knowledge

Rote learning establishes a foundational knowledge base that serves as a scaffold for developing higher-order cognitive skills and promoting meaningful learning experiences.

Understanding the intricate relationship between rote memorization and comprehension is crucial for educational advancement.

As learners progress, the shift from mere repetition towards comprehensive understanding allows for the integration of new information with existing knowledge frameworks. This transition nurtures critical thinking abilities and analytical skills, enabling individuals to apply their knowledge to real-world scenarios. By delving deeper into concepts rather than surface-level recollection, students cultivate a more profound grasp of subject matter, fostering a holistic approach to learning that goes beyond memorization.

Improving Test Scores

Rote learning can lead to improved test scores by enhancing knowledge retention and supporting cognitive development stages required for academic success.

When individuals engage in rote learning, they often memorize information through repetition without necessarily understanding the underlying concepts deeply. While this method may lead to short-term success in tests and assessments, its long-term impact on true educational outcomes remains debated.

For some students, rote learning may hinder critical thinking skills development as it focuses more on memorization than comprehension. In certain subjects like mathematics or language learning, rote memorization can be a useful tool to build foundational knowledge before progressing to more complex concepts.

What Are the Limitations of Rote Learning?

Despite its benefits, rote learning is constrained by limited understanding and application, posing challenges in critical thinking and problem-solving scenarios.

Rote learning tends to focus on memorization of facts and information without looking into the why and how behind them, which can hinder the development of critical thinking skills.

Cognitive processes such as analysis, synthesis, and evaluation are often left underdeveloped as a result of rote memorization, as students may struggle to apply their knowledge in novel problem-solving situations.

Limited Understanding and Application

Rote learning’s focus on memorization may result in limited understanding and hindered application of knowledge in real-world scenarios, impacting cognitive function.

When individuals engage in rote learning, they often memorize information without truly comprehending the underlying concepts. This can lead to a superficial grasp of the material, making it challenging to apply the knowledge in various contexts. As a consequence, cognitive functions may not be fully optimized, impeding critical thinking and problem-solving abilities. Over time, this restricted understanding could contribute to cognitive decline, especially when individuals struggle to adapt learned information to novel situations or complex tasks.

Boredom and Lack of Engagement

Rote learning’s repetitive nature can lead to boredom and disengagement, affecting the development of cognitive skills and inhibiting meaningful learning experiences.

When students are constantly exposed to the same material in a rote learning environment, it may hinder their ability to stay actively engaged in the learning process. The lack of variety and novelty in teaching methods can result in a disinterest towards the subject matter, ultimately impacting their motivation to learn. This boredom and disengagement can lead to students feeling uninspired and unchallenged, causing them to lose focus and interest in their studies.

To combat this, educators can incorporate interactive activities and hands-on learning experiences to break the monotony of traditional rote teaching. By introducing engaging and stimulating tasks that require critical thinking and problem-solving, students are more likely to stay motivated and attentive in the classroom.
Incorporating technology into the learning process can also help alleviate boredom. Interactive educational apps, multimedia presentations, and virtual simulations can make learning more dynamic and captivating for students, enhancing their overall engagement and understanding of the material.
Encouraging collaborative learning and group projects can also foster a sense of community within the classroom, providing opportunities for students to interact with their peers and develop social skills while learning. This approach can make the learning experience more enjoyable and meaningful, reducing the likelihood of boredom and disengagement.

Difficulty in Problem Solving

Rote learning may present challenges in problem-solving tasks that require critical thinking and cognitive flexibility, limiting the application of acquired knowledge.

When individuals rely solely on rote memorization, they tend to approach problems with a fixed mindset, lacking the ability to adapt and think creatively. This narrow approach hinders their capacity to tackle complex, unfamiliar scenarios that demand innovative solutions.

Encouraging a shift from rote learning to more dynamic learning methodologies can help individuals develop analytical and problem-solving skills. By cultivating deeper understanding and fostering curiosity, learners can enhance their cognitive abilities and better navigate real-world challenges.

How Can Rote Learning Be Used Effectively?

Rote learning can be optimized by integrating active learning strategies that stimulate cognitive skills and promote a deeper understanding of the material.

One effective approach to enhance the effectiveness of rote learning is by infusing it with active learning methodologies that encourage student interaction and engagement. By combining rote memorization with activities like group discussions, problem-solving exercises, and hands-on experiments, learners can apply theoretical knowledge to practical situations, reinforcing their understanding.

Introducing a variety of teaching methods and incorporating creativity into the learning process can also significantly improve the retention and application of information. Teachers can incorporate multimedia tools, gamification, role-playing scenarios, and real-world examples to make rote learning more engaging and impactful.

Combining Rote Learning with Active Learning

Integrating rote learning with active learning approaches can enrich cognitive development by promoting varied learning strategies and fostering a deeper comprehension of the material.

When students engage in rote learning, they often memorize information through repetition without always understanding the underlying concepts fully.

Active learning, on the other hand, encourages students to actively participate in the learning process through discussions, problem-solving activities, and hands-on experiences.

By combining these two methods, educators can create a comprehensive learning environment that not only helps students retain information but also ensures they understand the material on a deeper level.

For instance, in a science class, students may use rote memorization to learn the periodic table elements but then engage in active learning by conducting experiments to understand their properties and reactions.

Using Rote Learning for Basic Concepts

Rote learning is particularly effective for mastering basic concepts and foundational knowledge, laying a solid cognitive groundwork for higher-order thinking skills.

By repetitively practicing and memorizing factual information, individuals can effortlessly recall key details and principles when needed, allowing for quicker problem-solving and analytical reasoning.

Rote learning serves as a scaffolding technique, providing a stable structure upon which more complex information can be built, facilitating a seamless progression towards advanced cognitive processes.

When utilized strategically, rote learning can aid in the retention of essential facts, enhancing comprehension and retention rates significantly, thus nurturing a well-rounded understanding of various subjects.

Incorporating Variety and Creativity

Infusing rote learning with variety and creativity can enhance the educational process by engaging learners and fostering a deeper understanding of the material.

By incorporating diverse teaching methods and creative approaches into the traditional rote learning framework, educators can create a more dynamic and impactful learning environment. For instance, using interactive games or simulations to reinforce memorization tasks not only makes the process engaging but also facilitates long-term retention.

Encouraging students to participate in hands-on projects that require them to apply the memorized information in real-life scenarios can transform their learning experience. This blend of rote memorization and creative application helps students connect theoretical knowledge with practical skills, making the educational journey more enriching and effective.

What Are Some Examples of Rote Learning?

Examples of rote learning include memorizing multiplication tables, learning vocabulary words, and reciting historical dates and events through repetitive study.

Rote learning plays a crucial role in various educational disciplines. In mathematics, students often rely on rote memorization to quickly recall multiplication facts, which forms the foundation for more complex mathematical operations. Similarly, in language acquisition, memorizing vocabulary words through repetition helps individuals build a strong lexical base for effective communication.

Historically, rote learning was a common method for transmitting cultural knowledge and preserving traditions. By memorizing historical dates and events, individuals can gain a deeper understanding of past events and their impact on society.

While rote learning can enhance memory retention and provide quick access to basic information, it may hinder critical thinking skills and creativity. In some scenarios, rote memorization can lead to surface-level understanding without promoting deeper comprehension of the subject matter.

Memorizing Multiplication Tables

Memorizing multiplication tables is a common rote learning practice that helps students build foundational math skills and improve their calculation abilities.

Through rote learning, students are able to internalize the relationship between numbers, grasp patterns, and work on complex mathematical problems with ease. This repetitive technique ingrains multiplication facts into memory, enabling students to quickly recall and apply them during more advanced math computations.

Mastering multiplication tables serves as a solid foundation for tackling higher-level mathematical concepts, such as algebra and trigonometry. It enhances numerical fluency, which is essential for students to develop strong problem-solving skills and excel in diverse mathematical scenarios.

Learning Vocabulary Words

Learning vocabulary words through rote repetition is a fundamental technique in language acquisition that enhances language proficiency and communication skills.

When individuals engage in rote learning, the process involves memorizing vocabulary words through sheer repetition. By repeatedly exposing oneself to the same words or phrases, one can strengthen their memory retention, enabling faster recall during conversations or written communication.

Rote learning serves as a building block in **expanding** vocabulary knowledge. It acts as a foundation on which individuals can further build their lexicon by linking new words to the familiar ones that have been memorized through repetition.

Reciting Historical Dates and Events

Reciting historical dates and events through rote memorization enables students to retain key historical information and understand the chronological sequence of past events.

Rote learning, commonly dismissed for its lack of critical thinking, plays a crucial role in history education by providing a solid foundation of factual knowledge. The repetition ingrained in this method helps students internalize historical dates and events, facilitating better recall and analysis.

Memorizing historical facts through rote learning aids in developing a deeper appreciation for the interconnectedness of events, societies, and cultures. It allows students to grasp the context and significance of each historical occurrence, enriching their understanding of the world’s evolution over time.

Frequently Asked Questions

What is rote learning in psychology.

Rote learning in psychology refers to the process of learning through repetition and memorization, without necessarily understanding the underlying concepts. It is often used as a method for memorizing a large amount of information quickly.

What are the benefits of rote learning?

Rote learning can be beneficial in helping individuals quickly memorize and recall information, particularly in subjects where rote memorization is necessary, such as languages or math formulas. It can also help develop good study habits and discipline.

What are the limitations of rote learning?

While rote learning can be useful in certain situations, it has its limitations. It often does not promote deeper understanding and critical thinking, which can hinder problem-solving skills. It can also be less effective in retaining information in the long term.

How does rote learning impact academic performance?

Rote learning can lead to high scores on tests and exams that require memorization, but may not necessarily translate to a deeper understanding of the material. This can impact academic performance in subjects that require critical thinking and application of knowledge.

Can rote learning be used in all subjects?

While rote learning can be effective in certain subjects, such as memorizing vocabulary or formulas, it may not be as beneficial in subjects that require critical thinking and understanding of concepts. It is important to use a combination of learning methods for optimal academic success.

How can one balance rote learning with other learning methods?

To balance rote learning with other learning methods, it is important to understand the subject material, rather than just memorizing it. This can involve actively engaging with the material, such as through practice problems or discussions. It is also important to take breaks and vary study methods to prevent burnout and increase retention.

Alicia Rhodes is an educational psychologist dedicated to innovative learning strategies and educational reform. With a Ph.D. in Psychology and Education, her research focuses on developmental psychology and its application in educational settings. Alicia advocates for evidence-based approaches to teaching and learning, emphasizing the importance of emotional and social development in academic achievement. Her articles offer a blend of research findings, practical advice, and forward-thinking ideas aimed at educators, parents, and policymakers.

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Companies & Schools

Memorization is a component of critical thinking, not its opposite

by Erica L. Meltzer | Nov 8, 2013 | Blog , Issues in Education | 0 comments

Education is in the news a lot these days. With the increasing reliance on standardized testing at all grade levels and the implementation of Common Core standards, there’s suddenly a lot of concern about where American schools are headed; and as someone with a significant interest in educational issues, I pay a lot of attention to what people are saying. Reading through education articles and the accompanying comments, many of which bemoan the lack of I’m struck by the extent to which ideas about education have become polarized: on one side, joyless, dry, rote learning, devoid of imagination or interest, with no other end than the thoughtless regurgitation of facts; on the other side, a sort of kumbaya, free-to-be-you-and-me utopia, where learning is always an imaginative and exciting process with no wrong answers or unpleasantness.

To be fair, a lot of the idealizing that goes on is understandable backlash against the rise of standardized tests to judge, well, just about everything. If education has been reduced to learning how to fill in little bubbles on a scantron sheet, it’s natural to want to run screaming as far as possible in the other direction from that sort of drudgery and to make learning fun. To be clear: although I obviously have a stake in the world of standardized tests and believe that well-constructed exams (like the SAT) are useful when used thoughtfully and sparingly, I’m as disturbed as most other people about their sudden ubiquity.

Real education is most certainly not about learning to fill in little bubbles, and at its best, it can be wonderful and stimulating and engaging. But can be wonderful and stimulating is not the same thing as must never be boring or involve any sort of protracted struggle, and there seems to be a camp that conflates the two. Some things are hard; that’s called life. As someone who spends a lot of time teaching students fundamentals that they haven’t acquired in school, I find just as disturbing — and, frankly, bizarre — the idea that those “boring” fundamentals can simply be bypassed in favor of “higher level critical thinking skills.” Yet that idea seems to be have taken root rather tenaciously.

I’d like to suggest that the problem of rote learning vs. critical thinking is actually a false dichotomy. Or rather, there are two types of rote learning, and it’s necessary to distinguish between them: on one hand, there’s the type of rote learning that exists as an end in itself. The point of this type of education is simply to be able to spit back names and dates and facts without any understanding of how they connect or what their larger significance in the world might be. When Americans rail against rote learning, this is what they tend to be thinking of.

On the other hand, there is also a type of education that views rote learning as a means to an end — one that recognizes that factual knowledge is actually the basis for higher level thinking. This type of rote knowledge is also known as “inflexible knowledge.” Cognitive scientist Daniel Willingham has written extensively about the problem with treating critical thinking as something that can be taught in the abstract.

As Willingham says :

People who have sought to teach critical thinking have assumed that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. Research from cognitive science shows that thinking is not that sort of skill. The processes of thinking are intertwined with the content of thought (that is, domain knowledge). Thus, if you remind a student to “look at an issue from multiple perspectives” often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives. You can teach students maxims about how they ought to think, but without background knowledge and practice, they probably will not be able to implement the advice they memorize. Just as it makes no sense to try to teach factual content without giving students opportunities to practice using it, it also makes no sense to try to teach critical thinking devoid of factual content.

Willingham’s research flies in the face of much of the educational status quo. One belief currently rampant is that students no longer need to memorize factual information because technology has made that information available to them at the click of a button. Because they no longer have to “waste” brainpower memorizing, or so the line of thinking goes, their minds will be freed up for “higher level critical thinking.” The problem with this view is that it overlooks the fact that critical thinking emerges from the scaffolding provided by rote knowledge; it can’t be divorced from it. When you know facts and dates and concepts by heart, it becomes much easier to see the relationships between them. It doesn’t mean that you’ll automatically see the relationships between them (that’s the point of education), but you will have a stronger basis for doing so.

Put otherwise, if you’re writing a history paper about and have to stop every five seconds and look something up on Wikipedia , your mind will be so consumed with simply trying to process the literal information that you’ll have nothing left over to actually analyze it in any meaningful way. If, on the other hand, you already know the key facts and chronologies and players, you’ll find it much easier to actually say something about why they developed the way they did.

It’s easy to spout off about the beauty of knowledge and potential of technology, but anyone who has ever watched a sixteen year-old stare glassy-eyed at a computer screen with ten different tabs up, then pull up yet another page and google a term repeatedly, pausing only to glance at the first couple of hits before typing in a slightly different version and beginning the whole process again, might start to wonder if educators don’t maybe have things a little bit backwards.

Looking up a couple of pieces of minutiae is one thing, and the Internet is an invaluable tool for someone who needs to do only that, but having to google virtually every basic fact leaves no mental room to do anything with those facts.

Perhaps I’m overlooking something, but it always struck me a somewhat obvious that you don’t acquire higher-level skills without mastering lower-level skills first. If you skip over the fundamentals, you might stagger along looking like you know what you’re doing for a while, but sooner or later, you’re going to crash.

I don’t think most Americans would argue with that idea when it comes to, say, sports or music. They would consider it basic common sense that top athletes don’t simply jump into a high level of competition after a little bit of haphazard training. If they’re not ready, they’ll get injured badly. Likewise, a musician who hasn’t mastered basic scales isn’t usually encourage to schedule her solo debut. It’s understood that years of practice and repetition are required, some of which is “fun” and much of which is not, and that fundamental skills must be mastered before more advanced ones are introduced.

Yet that is more or less the equivalent of what an awful lot of people seem to expect high school student to be able to accomplish academically. Not only is it unrealistic to ask high school students to write papers showing evidence of complex, critical, “high-level” thinking without giving them the grammatical, rhetorical, analytical, literary, historical, and cultural knowledge (among other things) to actually perform that kind of analysis, but it’s downright delusional.

As someone who’s watched lots and lots of sixteen year-olds torture themselves trying to complete college-level assignments when they haven’t yet fully mastered things like transitions or topic sentences or how to analyze quotations, I think I’ve earned the right to say that there’s something very wrong with a system that refuses to explicitly teach skills for fear of destroying students’ creativity, then pushes them to the brink of a nervous breakdown by demanding that they complete work far beyond what their skills allow.

Listening to ed-school grads rhapsodize about the joys of learning, you have to wonder whether they’ve actually ever seen students at home, sobbing hysterically and making their parents nuts as they try to eek out a couple of semi-coherent paragraphs. My guess would be that they haven’t. (For the record, I drove myself crazy over pretty much every English paper I wrote in high school. When someone finally sat me down and taught me the conventions of the genre — in college — I was astonished that it had been so easy all along, then furious that no one had bothered to explain things that simply before.)

So if teachers aren’t teaching the basics well or in a manner that engages students’ interest, it simply means that those basics need to be taught better — not that they can or should be discarded as irrelevant. A terrible teacher can massacre even the most fascinating subject, and an exceptional teacher can teach the basics clearly and directly in a highly engaging manner. From what I’ve seen, students are incredibly grateful when the latter occurs. They end up with a real sense of accomplishment rather than the feeling that they’re grasping a straws.

I do, by the way, acknowledge that plenty of high schools offer little in the way of a challenge to very bright and motivated students — but that by itself doesn’t mean that the students are actually ready for college level work, simply that the level of the high school curriculum needs to be raised. If students who are high-achieving by the standards of their local environments but who actually still lack basic knowledge are placed in so-called “early college” classes , those classes will never get beyond a certain level, regardless of how catchy their titles are or how esoteric their subject matter is.

Students who are missing basic cultural reference points such as Auschwitz (never mind Hannah Arendt) are not, to put it bluntly, going to be able to discuss totalitarianism at anything approaching a college level. That’s not to say they won’t learn something from such a discussion, but their ability to engage in advanced “critical thinking” is going to be seriously compromised.

Given expert teachers and a well-constructed curriculum, there is a way to make high school-level work both challenging and age-appropriate; the two are not mutually exclusive. The real problem is a serious lack of teachers who are experts in their fields and a system that fails to give the teacher who are experts the necessary support.

Everyone’s looking for a quick fix, and no one wants to put their money where their mouth is — administrators occasionally pay lip service to the importance of bringing in the high-quality teachers but do nothing to make the profession more attractive; instead, they turn around and blame the teachers for everything their students fail to achieve. Then they insist that teachers facilitate high level critical thinking while simultaneously discouraging them from reinforcing the kind of fundamentals that are necessary for critical thinking to occur. It’s positively schizophrenic. And insisting that high school students be assigned work above their heads and then given wildly inflated grades so the grownups can pat themselves on the back is not a real solution.

One math tutor I know estimates that schools should be teaching somewhere around a third of the material they currently attempt to cover, but focusing on mastery rather than superficial knowledge. That seems pretty accurate to me. I think that in all the hysteria over accelerating classes to make sure that American students are internationally competitive, schools (administrators) have lost sight of how much information students can reasonably be asked to digest and what sort of building blocks must be already in place to ensure that they’re capable of digesting it.

The current system produces classes that appear advanced but that students aren’t actually retaining anything from. They memorize for the test and then forget because it’s the only way they can get through school; but since the information never makes it into their long-term memories, they never get to the point where they can combine it with other knowledge and jump to the next level.

Let me give you an example: over the last few years, I’ve tutored a number of AP French students at a highly selective New York City public school. Pre-AP classes aren’t tracked, so there’s no accelerated option in the lower levels. By the time students show up in AP, they’ve studied four or five tenses and learned them relatively well, but they haven’t done a lot of reading, and there’s still an enormous amount of grammar that they haven’t been exposed to.

When they get to AP, a lot of them find themselves in over their heads. They have to master the rest of the major tenses (among other things) in five or six or months, read a lot of authentic French, and write full essays in French, complete with theses and counterarguments. They have to cram so much knowledge in so fast that there’s simply no way they can retain it past each test.

Then, when they’re confronted with a situation that requires them to integrate all their knowledge, they freeze. The material looks vaguely familiar, but they still sit there for five minutes, trying to remember the endings for the conditional. Their class sometimes needs two full periods to complete tests because they simply can’t pull information together quickly enough. Five years ago, that was unheard of, but it’s happening all the time now. And there’s nothing their teacher can do about it because of the way the curriculum is structured. She knows they need more time the learn the information, but if she wants them to cover everything on the AP exam, she has to keep pushing through.

When I tell my students that I spent three years covering the subjunctive in high school, learning a different part each year, they’re floored — and jealous. No one has ever given them three years to learn anything for an AP exam.

Trying to come up with a conclusion to this post, I find myself stuck. I’m not particularly optimistic about the implementation of the Common Core, and I don’t have any pat advice to offer. (Optimism is not my forte. Sorry if you were looking for something uplifting.) My only hope is that at some point people will come to their senses and notice that an excessive emphasis on either free-form, pie-in-the-sky creativity or stultifying, sloppily written standardized testing does not an educational system make. But I’m guessing that things will have to get worse before before there’s even a chance that they’ll get better. As for me, I’ll just keep calling it like I see it.

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The importance of memorization in learning

Discover the importance of rote memorization in learning and why it's more crucial than you think. Explore the benefits and strategies with Brainscape today!

If you're active in the teaching world, you've probably noticed that in the past few years we're not being encouraged to focus on teaching our students to remember facts. You may have actually noticed a strong backlash against drill & practice , in favor of “constructivist” activities and “project-based learning.”

The actual memorizing of facts, many argue, is an outdated educational practice, since anyone could just Google a fact on-demand or look it up on Wikipedia these days. The mantra seems to be that we should focus all school activities on the acquisition of skills as opposed to knowledge.

Well we disagree — and not just because we have made the world's most effective web and mobile “ smart flashcards ” app. Here's our argument for memorization (as part of a wider, varied education):

The value of rote memorization

There are numerous cases in which having knowledge immediately at the tip of your tongue can have tremendous social and professional value.

For example, recently at a networking event, when I casually asked a Nigerian entrepreneur how much of his business was conducted in English versus in his native Yoruba, he immediately became more engaged in our conversation. It was as if the simple fact that I knew that Yoruba was spoken in Nigeria seemed increase my social credibility, and therefore our rapport.

The same goes for professional settings. If I am a pharmaceutical salesman talking to a doctor about a specific digestion drug, and he asks if it has any effect on the process of peristalsis , it will look quite unprofessional if I have to pull out my medical dictionary to look up the word. Those facts need to be ingrained in my brain so I can access them immediately.

It's true that we don't have to remember everything. There's good reasons we give out formulas for physics or math tests—we don't really care if students remember the formula for the area of a circle; we care if they can solve problems using it. You can be a perfectly good coder without remembering every single Python command, you can speak French fluently without remembering every word, and you can even be a pretty good lawyer without remembering every legal case in the history of the world.

But each of those jobs does require you to remember some things. You can't code effectively without remembering most commands, you can't speak French fluently if you have to look up every word, and to be a competent lawyer, you really do need to remember a lot of law.

Memorizing every fact isn't essential for most people's lives; but memorizing at least some facts is. Imagine how effective your teaching would be if you couldn't remember your students' names?

The most important thing is that educators carefully determine where in the curriculum that rote knowledge retention is necessary, and draw the line before such memorization becomes a waste of time.

Rote memorization vs. constructivist learning

Rather than rote memorization, many educational situations need more personalized learning. Of course, most constructivist educators will argue that real-life simulations, on-the-job training, and project-based learning are more effective at learning new concepts than rote memorization .

And it's true: these forms of education can be very effective. They can teach skills like problem-solving and critical thinking, even while teaching facts for students to remember. The problem is that there is no single cost-effective constructivist activity will guarantee that your students (or you) will be exposed to all the concepts you need—or that you will fully remember the facts that you are exposed to. For example:

Medical residency can teach you a lot about the body, but can't reliably teach full, comprehensive anatomy.
Articling can teach law students a ton about how being a lawyer works, but isn't designed to teach them all the law .
Working at a vineyard can teach someone a ton about how wines are grown and made, but can't reliably teach all the concepts needed to become a sommelier .

wine glasses on a barrel, rote memorization

How to do rote memorization effectively

Like it or not, memorizing facts is essential. And some people need to remember a lot.

Luckily for you, we're a little obsessed with the research around learning and memory. Here's what you need to do if you actually want to acquire a full range of knowledge about a given topic.

Study deliberately . Deliberate practice is still the best way to master something—including information.
Use active recall . This means that rather than doing matching, multiple choice, or re-reading exercises, you should instead perform learning activities where you need to actively reach back into your memory to find the information. This can include flashcards or testing yourself.
Use spaced repetition . You need to space the learning out, but not space it out so far that you forget it.

Brainscape's web and mobile flashcard app is designed using these principles. It's the most effective app out there to quickly learn—and remember—large amounts of information. It offers a personalized learning experience that optimizes student performance. You or your students can use Brainscape in their out-of-class time to remember the facts, leaving you free to do more collaborative and constructivist activities in class.

Learn more about how you can use Brainscape as a learning tool with your students . And check out our huge guide on how you can double the learning effectiveness of your students .

Oxford Learning. (2017, March 23). Rote Learning vs. Meaningful Learning . https://www.oxfordlearning.com/difference-rote-learning-meaningful-learning/

Simply Psychology. (2024, February 1). Constructivism Learning Theory & Philosophy of Education . https://www.simplypsychology.org/constructivism.html#:~:text=Constructivism%20is%20'an%20approach%20to,256).

UNC-Chapel Hill Learning Center. (2024, February 19). Memorization Strategies – Learning Center . Learning Center. https://learningcenter.unc.edu/tips-and-tools/enhancing-your-memory/

Xu, J., Wu, A., Filip, C., Patel, Z., Bernstein, S. R., Tanveer, R., Syed, H., & Kotroczo, T. (2024). Active recall strategies associated with academic achievement in young adults: A systematic review. Journal of Affective Disorders , 354 , 191–198. https://doi.org/10.1016/j.jad.2024.03.010

Flashcards for serious learners .

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Rote Memorization and Critical Thinking

Does rote learning compromise or assist a student's ability to think through problems?

Children with neurobehavioral challenges experience unavoidable physical and biological challenges in the classroom, so it’s crucial to make sure these students are not burdened with additional obstacles presented by an inappropriate teaching method. In this era of standards-based education, schools are feeling pressure to prepare students for testing, and this pressure tends to result in more rote memorization. Are critical thinking skills being overlooked in schools today? Parents need to be aware of the following three touchstones in order to engage in productive conversations with their children’s teachers:

Critical thinking is undervalued for all students

“The United States ranks 24th out of 29 developed countries in critical thinking,” according to research cited by University of Texas at Dallas neuroscientist Dr. Sandra Bond Chapman . She goes on to explain: “This is a problem across the nation. We’re missing the critical brain years and building a brain that doesn’t reason.”

Dr. Chapman feels that students with ADHD are especially vulnerable to this critical thinking deficit, regardless of their intelligence. However, the relationship between memorization and problem-solving strategies is not a simple one-or-the-other type of opposition.

Memorization is a cornerstone of critical thinking

William R. Klemm, PhD , senior professor of neuroscience at Texas A&M University, points out: “We think and solve problems with what is in working memory, which in turn is memory of currently available information or recall of previously memorized information . . . Numerous studies show that the amount of information you can hold in working memory is tightly correlated with IQ and problem-solving ability.”

In his explanation of the ways in which memorization trains the brain, Dr. Klemm explains that strategies must be developed to facilitate the essential art of memorization. Other neuroscience research also supports this idea, with researchers finding that, “as young math students memorize the basics, their brains reorganize to accommodate the greater demands of more complex math.”

Brain development affects the foundations of learning

Rote learning can be an important tool in building a foundation for higher-level critical thinking skills. However in students who struggle academically with conditions like ADHD and learning disabilities, this approach can be challenging. Poor working memory is common in children with ADHD due to their tendency towards distraction, which can lead to a weakened ability to think critically about a problem.

Dr. Robert Melillo , one of the founders of the Brain Balance Centers, has published research demonstrating that children who struggle with ADHD and other learning disorders are actually showing evidence of weak brain function in the left or right hemispheres. When these children receive extra help that targets and strengthens the area of their individual delay, they are able to catch up with their peers and experience new learning success.

If your child has poor working memory and needs to improve his or her executive function skills, we invite you to consider The Brain Balance Program. Once we determine which brain processes are under-developed through our comprehensive assessment, we create a customized plan for your child to improve neural connections and lay the foundation for proper brain development. Contact us today to learn more!

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Rote Learning: Retaining Information Without Deepening Its Meaning

Do you remember when you learned to multiply? You repeat the same multiplication tables over and over. This is a technique called rote learning. Do you think this is a good learning method? In what cases do you think it can work? Do you often use rote learning? In this article we will delve into the characteristics of rote learning, its advantages and disadvantages, examples and also contrast with other types of learning. In addition, we will give you five tips to memorize.

Rote Learning

What is rote learning?

Learning is based on relatively stable changes in behavior or mind that take place through experience. There are several learning theories dedicated to exploring how our brain learns.

Rote learning is based on mentally retaining data through repetition without processing it carefully. The memorized contents are not understood and no attempt is made to analyze their meaning. It is just mere repetition, enough times until they are retained in our memory.

Memory is one of our basic cognitive processes . It helps us to encode, consolidate and retrieve data later. The interaction between memory and learning is essential both in our education and in all areas of our lives. However, it is also relevant that their relationship helps us process the data properly and progress in our development.

Rote Learning – Features

It is the most basic type of learning.
It’s mechanical.
The contents are arbitrarily related.
Retention data are usually stored in short-term memory .
The information is easily forgotten.
This type of learning is usually discouraged.

Rote learning – Examples

Rote learning in education.

Rote learning is used quite a lot in school. Generally, we remember repeating multiplication tables without understanding what we would do later with this information.

We also learned simple mathematical formulas and as many data related to numbers. However, it is not only used in math but also in other subjects. We used rote learning to learn the countries and their capitals, states, rivers, musical notes, elements of the periodic table, etc.

At university and even in working life, data are still retained without processing them in depth. This type of learning accompanies us throughout all the stages of our life.

Rote learning in everyday life

How did you learn your phone number, your partner’s birthday, your job address, social security number?

Rote learning helps us get throughout life without having to process everything we need at a certain point.

Rote learning

Rote Learning – Advantages and Disadvantages

Advantages of rote learning:.

It helps us to retain important data like dates.
It’s a quick procedure.
It is relatively simple.

Disadvantages of rote learning:

It is easily forgotten.
It doesn’t allow us to examine the information in depth.
It doesn’t motivate us to continue learning data related to what we memorize.

Among students, it is quite common to take an exam relying on rote learning. However, when the question is relatively ambiguous or critical thinking is asked, the security of memorized information begins to fade.

Rote learning Vs Other Learning Types

Every situation requires different types of learning and each person uses their own learning methods.

1. Meaningful learning

Rote learning is closely linked to meaningful learning. David Ausubel was influenced by Piaget and developed the theory of meaningful learning. This theory maintains that we add content to the information we had previously. We adapt the data so that we can rank it and it can make sense for us.

Ausubel was a constructivist, this implies that he considered we are responsible for building our own reality and for our learning process. Meaningful learning contrasts sharply with memory, as it encourages people to learn, analyze and transform information to get new ideas.

Are rote learning and meaningful learning compatible?

We can imagine learning as a continuum at the ends of which are rote learning and meaningful learning on opposite sides. That is, it is possible to retain data using strategies relating to both types of procedures.

We can also consider rote learning as part of meaningful learning. In fact, both procedures can be complementary. Memory plays a vital role in learning. Even so, it is advisable to memorize the contents while trying to understand them.

For example, if we are trying to study US History, we are conscientiously reviewing each chapter and connecting it with experiences of our daily life, however, we will also need to memorize relevant dates to understand the historical context of the facts.

2. Associat ive learning

When this process occurs, we establish connections between two distinct stimuli . For example, it happens when we associate a certain smell with a certain person and we remember them every time we perceive a similar aroma.

3. Observational learning

Bandura’s theory of social learning explains how we acquire certain knowledge or behaviors through the situations we see . Still, he insists we are not robots. For example, if we live with people who speak very loudly, it is likely that we will also raise our voice.

4. Receptive learning

This type of learning is also passive, but it is not just about memorizing, it involves understanding the new information . A very common example is in classrooms when students simply listen to the teacher. Subsequently, the students reproduce the contents in the exam without internalizing their ideas or analyzing them personally.

5. Emotional learning

It is the one that helps us throughout our lives to understand and manage our own emotions. We practice emotional intelligence in situations such as patiently listening to a friend’s dilemmas or communicating how we feel at a given moment.

Rote Learning: 5 Tips to Memorize

Although it is advisable to acquire the necessary tools to know how to connect later the contents we learn with new ones, we can also benefit from rote learning for tasks such as remembering the names of our new co-workers. Find out five recommendations here to use rote learning effectively.

1. Organize information in blocks

George Miller, a cognitive psychologist, published an article called “The Magic Number Seven Plus Two” that dealt with the breadth of our short-term memory.

According to Miller, we can retain five to nine data without grouping them together. On the other hand, if we divide them into groups (chunking), our ability to work with these elements will increase . For example, if we want to remember the list of purchases, we will find it useful to divide it into fruits, vegetables, cleaning products, etc.

2. Use mnemonic rules

The Loci Method is the oldest known mnemonic technique. It consists in associating visually the elements that we wish to remember to certain places. For example, if you want to remember what to have to say during a presentation, you can associate each part with a portion of your journey to work, and recite them. This way you will not forget the order and can relate to images you see constantly.

However, there are different modalities of mnemonic rules . It is also possible and useful to invent new words with the initials of the words we want to remember, to associate songs with sentences, etc.

3. Try to repeat out loud without making mistakes

Imagine your goal is to learn your new class schedule. Read the data you want to remember out loud as often as you need to. When you feel ready try to say it calmly.

Take it slowly and repeat them as many times as you need to since this is a matter of practice.

4. Use color psychology

Each color transmits certain sensations and is commonly associated with very characteristic meanings. For example, red alerts us and reminds us of blood, love or suspense. On the other hand, white evokes tranquility, peace, and perfection (in our culture). You can take advantage of concepts related to colors to link them to the content that interests you.

5. Uses CogniFit

Neuroeducation is allowing amazing strides to be made in the field of learning. We can now benefit from clinical assessment tools and cognitive stimulation with which it is possible to easily detect our strengths and weaknesses at the cognitive level.

In fact, CogniFit is a leader in this field. It is an online platform that allows us to train our memory and other cognitive skills through entertaining and useful mental games . Challenge yourself, improve and train your memory !

Thank you very much for reading this article. If you have any questions don’t hesitate to comment below.

This article is originally in Spanish written by Ainhoa Arranz Aldana, translated by Alejandra Salazar.

Category: Brain Health & Neuroscience , Educators
Tag: Cognitive , cognitive behavioral therapy , education , learning

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Rote Memorization vs. Meaningful Learning — Is There a Place for Both?

Written by Melanie Arden

Teaching Strategies

What is rote memorization?
Does rote memorization work?
What is meaningful learning?
How to create meaningful learning in the classroom

To this day, rote memorization is still popular in schools throughout the world. However, rote learning has a negative reputation of hindering student's creativity and failing the learning process in developing critical thinking skills.

Modern teaching methods such as metacognition, associative learning, meaningful learning, and critical thinking have taken the place of rote memorization. Metacognition appears to make an impact on how students learn mathematics.

In contrast to remote learning, associative learning is defined as "a learning principle that states that ideas and experiences reinforce each other and can be mentally linked to one another.” Examples of associative learning include how swimming may be connected to someone's fear of drowning or a misbehaving student who does not get to take part in a class activity as punishment.

Young girl rests her head on a book and looks into the camera.

Rote memorization requires the use of repetition to keep information in the brain.

Two simple examples of rote learning include memorizing the alphabet and numbers. As students transition into higher grades, multiplication charts and times tables are frequently learned through memorization.

There are several rote memory techniques that may help your students to remember most or all of what they've attempted to memorize:

Tape flashcards throughout your home . Everywhere you turn, there are reminders posted in various sections of your home to help you remember key points.
Record your notes and play them back. Audio learners find this method of rote memorization easy to use. It can help them remember smaller details during exams.
Learning through the use of all five senses. Some students are visual learners, while others hold on to information better through audio means such as in-person lectures.
Breaking down information into smaller easier-to-digest chunks. The human brain is incapable of memorizing large amounts of data at once. However, if students attempt to memorize shorter passages and numbers, it helps them to recall the information at a later date.

Rote memorization and rote learning are interchangeable terms that mean the same thing.

Rote learning has its own set of advantages and disadvantages. It has been effective in helping students learn basic mathematics like multiplication tables because:

Purposeful rote learning tends to 'stick' more in students' minds vs. meaningless or random memorization
It's a type of brain exercise that enhances neuroplasticity, improves memory and changes the way your brain works
Rote learning has been shown to change the brain's structure and improve its ability to retain information for longer periods of time

Some educators believe memorization limits students' options and doesn't promote questioning and thinking. More disadvantages associated with rote memorization include:

Easy loss of focus
No use of social skills during rote learning
Promotes short-term memory instead of long-term recall
It's repetitive and tedious. Students may lose interest after a time
It doesn't encourage students to grow, explore, and think out of the box
Critical thinking skills do not have the chance to develop with memorization

Educators should incorporate some rote learning with other teaching methods to help their students remember valuable information.

The benefits of rote memorization

Rote memorization has several key benefits that could help students expand their learning capabilities. Students often feel a sense of accomplishment when they remember everything they memorized, whether it's poetry or multiplication tables.

Consider these benefits of rote learning:

Memorized data stays within the student's short-term memory. However, the longer they keep this information in their mind, the greater the chance it will become part of their long-term memory.
Rote learning is a type of "mental training" that helps students with future learning opportunities as they progress through subsequent grades. This level of training helps boost memory-retention capability.
Students who discover rote memorization study strategies may find that they'll be able to increase the speed at which they're able to remember and hold information.

Playing new memory games such as picture bingo or ten-card memory recall may also help students strengthen their rote memorization skills. Older students can play Sudoku or Memorado — both are free to try.

The disadvantages of rote memorization

A high school student sits next to several piles of books and touches her temples as she struggles with rote memorization.

Cramming large amounts of specific details and facts may quickly become a laborious task for many students. The question remains — are they actually learning something or simply memorizing it to pass an exam?

Rote memorization takes the fun out of learning something new.
Students must use memory games and techniques to make the repetition stay put in their mind.
There's no bridge between old and new concepts. In fact, knowledge-building is non-existent.
Some students may find information retention difficult to master, whereas others will excel in this area.
Social interaction is unlikely to occur between students because they'll be focused on memorization instead of working together.
Students lose the ability to think for themselves because they're accustomed to following instructions. They cannot build leadership skills.
Rote memorization does not promote critical thinking. Critical thinking skills could fall by the wayside if rote learning becomes your primary teaching method.

Many educators agree there is a place for rote memorization in the school system. However, most teachers have opted for other methods geared toward improving students' long-term memory and creating a more significant way to learn the course material.

A young teacher reads a story to a group of students sitting on the ground.

Meaningful learning is defined as a method of gaining foundational knowledge and critical thinking by building on top of what was previously learned. Students make connections between the new information and older lessons.

There are five characteristics that make meaningful learning an effective teaching method: active, collaborative, constructive, authentic and goal-directed.

Active learning involves students independently using technology regularly or self-directed.
Collaborative learning means students team up while using conventional digital tools to complete assignments.
Constructive learning focuses on using technology to build new information on top of knowledge received in the past.
Authentic learning entails using digital tools to connect activities outside of the classroom setting.
Goal-directed learning incorporates goals and activities with monitored tasks to finish homework assignments.

The primary goal of meaningful learning is to build cognitive skills that students will use for a lifetime. It is an effective means for students to engage in conceptual learning and build new skill foundations.

The benefits of meaningful learning

For meaningful learning to be effective, it's necessary for teachers to take into consideration students' previous knowledge. This type of learning benefits students tremendously:

Teachers can focus on actual learning instead of memorizing content
Learners build a deeper connection between new and old knowledge
Students have a stronger ability to store knowledge in their long-term memory
Kids have a better sense of purpose, motivation and achievement through meaningful learning
Active learning involves getting new knowledge, problem-solving skills and critical thinking

To make good use of this technique, teachers can use examples, group activities and debates to create an environment conducive to learning.

The disadvantages of meaningful learning

While meaningful learning has significant benefits, there are several disadvantages for educators to think about before selecting this teaching strategy . The biggest downside is the requirement to build on a foundation of prior knowledge.

There are other disadvantages that teachers should consider:

This technique does not work for information that needs to be recalled, such as phone numbers or historical data.
Since this process requires effort, some students won't be interested in putting forth the time and energy into meaningful learning.
If students do not find the new and old knowledge relatable, they won't be able to connect the two together. It may lead to frustration and loss of interest.

Educators may want to combine the use of rote memorization, meaningful learning, and other teaching methods to enhance students' ability to understand the course material.

Students sit at desks and work on math assignments in the classroom.

Teachers can create meaningful learning so that students retain the lessons delivered in the classroom. Challenges include maintaining kids' interest and helping their knowledge 'stick'.

When educators adopt a student-centered approach to learning techniques, kids develop a connection to daily lessons. How can you connect students’ real-life experiences to your lesson plan? Reflect on the creative arts and storytelling that your students find relatable and exciting. It can also help them remember what they learned in class.

So what are other ways that teachers can help their students to recall what they've learned?

Linking content

A helpful way to get students to remember information is to connect their personal experiences to new concepts taught in class. Using students' relevant experiences and showing them how to link the two together enables them to remember details about what they learned in class.

Allowing students to figure out problems

Offer students feedback and positive encouragement when they make errors. They'll improve their ability to learn and hang onto knowledge gained in school. It's critical to their development to understand where they made mistakes and how to make corrections. If kids see mistakes pointed out to them without offering support or encouraging problem-solving, they may perceive this to be negative instead of something positive.

Giving students a chance to figure out problems on their own builds their confidence, self-worth and independence. It's a learning strategy worth exploring for your class.

Encouraging self-testing

Support your students by encouraging them to test their own knowledge. They'll build confidence in their own problem-solving abilities and reduce test anxiety. Provide study guides and quizzes so students can self-test their knowledge and feel assured they're improving their learning process.

It may be worthwhile for educators to incorporate surveys to determine how much knowledge their students retained.

Frequent assessments

Formative assessments can monitor and show evidence of students' learning. Kids benefit from improved long-term memory and develop a keen interest in whether they understood the course material.

The frequency of low-stakes assessments may ease "exam stress" and help students achieve mastery of the content they learned in class. When kids are exposed to regular testing, they become accustomed to receiving tests and feel less anxious.

Educators can take a bird's-eye view of whether their lessons are effective in getting students to understand each lesson. For example, if a teacher instructs their students in complex algebraic equations and a subsequent quiz reveals a lower-than-expected average, the teacher may want to adjust and simplify the content.

Frequent assessments help students and teachers gauge progress and correct any mistakes that occur throughout the school year. If a student lags in their understanding of the material, teachers can offer help before student comprehension declines.

Ongoing support with Prodigy

Want to move beyond rote memorization in your classroom? Try Prodigy Math Game!

Prodigy Math Game transforms math practice into an epic adventure , where students answer questions to earn rewards, complete quests and challenge friends. Prodigy’s adaptive algorithm makes sure students are always learning at a level that’s right for them, and encourages them to keep practicing relevant skills!

Free teacher tools help you easily send differentiated assignments, align in-game questions to your lesson plan and track student progress.

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Online Math Tutor

Rote Learning vs. Critical Thinking: How an Online Math Tutor Can Help

$rote learning vs critical thinking$

Last Updated on May 31, 2022 by Thinkster

Do you remember memorizing multiplication and division tables in school? If you memorized things like how to spell certain words and the capitals of the 50 states, you’re not alone. While memorization has its place in learning, current education standards have changed to move students beyond basic rote learning and into meaningful learning practices and critical thinking, which are more beneficial in the long run.

So, what does this mean for your student? If you’re worried about your child falling behind, or are having trouble mastering critical thinking skills, working with an online math tutor might be necessary. The right tutor can help take your student beyond rote learning, so they’ll better understand how to succeed throughout school and beyond. What’s the Difference Between Rote Learning and Meaningful Learning?

What’s the Difference Between Rote Learning and Meaningful Learning?

Rote learning is essentially memorization that is based on repetition. The thought behind it is that the more one repeats information, the quicker that person will be able to recall the information when needed.

Meaningful learning (or deep learning ), on the other hand, focuses more on engaging with the subject matter, thinking critically, and understanding how all the pieces work together. In its essence, it encourages understanding rather than memorization.

But why is this so? According to cognitive scientists, each time the brain is given new information, it has to make a decision: is this information relevant and worth remembering? If so, it will make the effort to store the information in its long-term memory. If not, the likelihood of being able to efficiently “transfer” the knowledge is much lower.

Unfortunately, in most schools, the lessons end before students can reach this level of deep learning. Surface learning may lead to a passing test and getting a good score but doesn’t lead to long-term success. If you notice this happening to your child, it may be time to work with a private, online tutor who can build this foundation of learning.

The Importance and Benefits of Meaningful Learning

Critical thinking and meaningful learning provide students with the keys to success, and it often compounds on itself. Especially when it comes to math worksheets and curriculum, the concepts your child is learning build on each other. So of course, if your child deeply understands the basics of one concept, it will be easier for them to keep up as the lessons get tougher.

We’ve discussed how math skills help your child in other areas , overall, and critical thinking is an important part of that.

Meaningful learning helps students become successful by allowing them to focus on learning outcomes and how they are able to connect new information to prior knowledge that they have already gained. It also helps a student to pontificate and think about what they are learning, and thus create anchors in their mind to new information that is being processed.

This kind of anchoring helps them develop a deep connection to the material they are learning and makes them cognitively and emotionally involved in the process. This overall approach helps students become really good very quickly in the new subject matter they are trying to learn.

So whether they are learning the Pythagorean theorem for the first time or trying to understand how to solve an algebraic math problem on their math homework , your child will quickly realize the significant long-term success they will achieve with meaningful learning approaches.

It can help your child in many other areas, too:

Critical Thinking Will Help Your Child in Their Future Career

Critical thinking skills are important to success, not only in math but in life. According to a 2015 report by the Foundation for Young Australians , in the three years before that, the proportion of jobs listed that require possessing critical thinking skills has increased by 158 percent. In conjunction with this, in 2006, a report by a consortium of more than 400 United States employers listed “critical thinking” as the most desirable skill in new employees. According to Pearson Publications , employers indicated that it’s an important skill that is critically needed across all fields, including management, finance, marketing, and more, as it makes employees have the following:

Good analysis and problem-solving skills
Good judgment and decision making
Good overall job performance
The ability to evaluate the quality of information presented
Job-related knowledge
The potential to move up within the organization and get promoted

Meaningful Learning Often Boosts Motivation

Many students get bored with basic memorization and put out little effort because they can’t see the value in it. But when they begin to understand the what and why behind a certain concept, it can motivate them to learn more.

In a 2013 study of 30 high schools, researchers found that 70 percent of high-school students report they are bored at school every day. But in classrooms that focused on deeper learning — incorporating elements like identity, mastery, and creativity — students actually enjoyed going to school.

In these classrooms, teachers ask questions without giving students the answers right away. As they grapple with uncertainty and failure, the students must create their own knowledge instead of simply receiving it.

The result? Engaged, motivated students who want to learn more and do more.

Is Rote Memorization Really That Bad?

In most cases, school tests and exams are set up to reward students who simply memorize the information. Once you’ve earned a passing grade, there’s no need for your brain to remember the information — so out it goes!

Unfortunately, things change when they take tests like the SAT and ACT , or when they need to approach a complex problem in real life. Suddenly, they’re faced with a new situation that they didn’t previously memorize, and they don’t have the skills to find the answer.

While a good memory comes in handy for many things (like remembering passwords and birthdays!), mathematics is one area where you truly need deep learning.

The Thinkster Difference

According to a study done in 2014 by the American Institutes for Research (AIR), which was later updated in 2016, students that attended a deeper learning network school had a higher graduation rate by 8 percent than students in other high schools. The students studied in 2014 were also 3 percent more likely to enroll in a postsecondary institution and had higher standardized test scores in both math and English.

But if you don’t have the resources or access to a school like this, there are ways you can support your student. If your child is memorizing information instead of thinking critically about it, it may be time to work with an online math tutor outside of the classroom.

The Thinkster Math Tutoring philosophy fits in directly with the concepts of meaningful and deep learning to help your student understand what they are learning and be able to then transfer that knowledge to other scenarios.

We want our students to become lifelong learners, so we use real-life situations in math lessons and worksheets. And, our unique approach to learning allows students to absorb and process the information, interact with the problem, and finally, be able to think through the problem until they’ve figured out how to answer it.

Moreover, the Thinkster online math tutor program goes beyond math skills to help students become logical thinkers while also boosting confidence. We want our students to understand the why behind the strategies they use to solve a math problem. Learning information in these non-routine ways makes their mind more powerful and efficient.

Rote learning, which is often the focus of traditional teaching methods, leaves students more vulnerable to just following steps and rules to answer questions. Instead, we work with your student to get them to think through the problems – which leads to them being able to problem solve in a variety of contexts.

Our technology-enabled tutoring program uses Active Replay Technology (ART) that actually tracks how your student arrives at an answer. This helps to identify where students make mistakes and provide added guidance so students can then take this knowledge and solve new problems. This helps improve their understanding of math.

At Thinkster , we see math as more than just numbers. We see it as a language. Learning a foreign language is easier if you can relate the grammar and vocabulary to a specific context and then apply those roles to other contexts – that’s how we teach math. Nuances help students develop confidence and become fluent in the language of math.

Our program is dedicated to teaching not just math skills but also thinking skills. Our curriculum is designed to use real-life situations that help students think non-linearly, creatively, and analytically. Being able to sort through the relevant information and solve problems is the true mark of mastery, and how you know you’ve gone beyond rote learning to critical thinking.

Try Thinkster For Free

Ready to try something new? Thinkster provides all of this through its customizable math system, helping your child master critical thinking skills .

Our plans start out at basic levels with unlimited math worksheets and daily grading, or you can get the math worksheets along with four sessions with an online math tutor , as well as math homework help and test prep .

Our online math tutors are experienced math teachers that work with students during interactive whiteboard tutoring sessions. They also provide daily feedback on your student ‘s work at no extra cost.

The real-world examples we use and the integrated system take your student beyond rote learning to prepare them for harder math concepts down the road.

So what are you waiting for? If you’re looking for online math tutoring to help your child, you can try Thinkster risk-free .

Thinkster provides a full-fledged online tutoring platform (driven by AI, behavioral, and data science), as well as supplemental math worksheets , math homework help , test prep , and more. Our Parent Insights App allows you to monitor your student ‘s work and learning improvements at any time.

An elite, expert math tutor and online teaching system work together to help your student go beyond just learning math – we want them to master it.

Learn more about our curriculum and teaching style here .

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$rote learning vs critical thinking$

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Effectiveness of case scenario‐based teaching to transition international Master of Public Health students specialising in health promotion from memorization to critical thinking

Hassan hosseinzadeh.

1 School of Health and Society, The University of Wollongong (UOW), Wollongong NSW, Australia

Zubair Ahmed Ratan

Mahmmoud shnaigat, joseph edwards, iksheta verma, marzieh niknami.

2 The Practice‐Bundanoon, Bundanoon NSW, Australia

3 School of Business, Western Sydney University, Penrith NSW, Australia

Issue addressed

Critical thinking is essential to health promotion to overcome increasingly complex health issues. International students from Middle East and Asia are however disadvantaged when required to demonstrate critical thinking mainly because of their previous training in memorisation. This study addresses this need by evaluating the effect of case scenario‐based teaching on transition from memorisation to critical thinking among international students in an Australia university.

This was a pre and post intervention study and data were collected from a convenience sample of 79 international Master of Public Health students specialising in health promotion in 2019 at the University of Wollongong.

Most of the participants were female (73.4%) and aged 25 years or older (64.6%), predominantly from India (40.5%), Nepal (31.6%) and Saudi Arabia (11.4%). A paired t ‐test analysis showed that the intervention – case scenario‐based teaching – significantly improved the mean post‐intervention critical thinking skills ( P < 0.001). Case studies improved critical thinking among international students, irrespective of demographic attributes. Multiple regression analyses indicated that critical thinking predicted 78.6 of the total marks, after controlling for demographic attributes. In terms of assessment marks, improved multiple solutions skills yielded better marks for tutorial participations; while improved problem identification skills improved marks for report assessments and exams. Improved communication skills led to better marks for essay assessments.

Conclusions

Case studies improved critical thinking and was a reliable predictor of student performance among the participants.

1. INTRODUCTION

Critical thinking is essential to health promotion to overcome increasingly complex health issues including disease management and prevention, ongoing changes in economic policies, complex environmental hazards, natural disasters, technological advances in health care delivery and socioeconomic impacts of diseases and unhealthy behaviours on individuals and societies. 1 , 2 , 3 Dealing with such multifaceted challenges without critical thinking can lead to dire consequences and health outcomes such as health disparities and wasting health care resources. 2 Furthermore, managing competing political and public perspectives on health issues requires health practitioners to be open‐minded to all alternatives and suggestions and use a holistic approach to introduce change at individual and population levels. 2 , 3 The complexities of health promotion and availability of multiple solutions necessitates fostering critical thinking among health promotion students.

Critical thinking enables individuals to interpret complicated information, question assumptions, draw sound conclusions and consider alternatives. 2 , 4 It involves using cognitive skills to increase the probability of a desired outcome by adopting an evidence‐based approach with dispassionate reasoning. 5 It requires a capacity to ask questions, seek relevant data and information, critique these data and information and communicate reasonable solutions. 6 Given the importance of critical thinking, it is an essential attribute of many, if not all university graduates as they prepare for “the complex and globalized economies and societies of the 21st century.” 7

International students from Middle East and Asia are often disadvantaged when required to demonstrate critical thinking. Many are trained in education systems that emphasise memorisation, rather than self‐directed learning and critical thinking. 8 The memorisation approach is highly structured and teacher‐centred – students are largely passive recipients of knowledge, and their learning achievements are measured by standardised quantitative tests. Conversely, Western education systems – including Australian universities – emphasise critical thinking. 9 This approach is relatively more flexible and student‐centred – students are active participants in the learning process and learning achievements are assessed by various tools that evaluate student capacity to self‐evaluate, critically analyse, as well as develop and justify their views. 9

International students' experience of their learning environment in Western education systems has been described as a cultural shock. 10 Students from the Middle East and Asia often need to overcome cross‐cultural differences in education systems while growing to to acclimatise to an education system that prizes creativity and critical thinking, rather than rote learning. 11 , 12 This scenario stems from the dichotomy between non‐Western education systems and the Western approach. The former relies more on memorization and exams while the latter promoted creativity, critical thinking and a research‐based essay writing. 12 In a more recent article, it was reported that Indonesian students studying Public Health in Australia struggle to sharpen critical‐thinking skills. 13 Some studies cited that international students in Australia engage in more than twice as much plagiarism than domestic students and the challenges go beyond writing skills to understanding the assignment at hand, knowing what copying content and non‐attribution and the cultural differences leading to a pedagogic technique they cannot quickly adapt to. 14 Rather than reflecting deliberate misconduct, these problems are more likely to stem from different learning styles and attitudes, a reflection of the memorization learning style that they have experienced in their countries of origin. While language deficiencies (English as a second language) cannot be ignored, the memorisation legacy cannot prevent the development of critical thinking skills. What is needed is a technique to transition from memorisation to critical thinking, capitalising on students' inherent abilities, regardless of their inherited pedagogy. Active learning methods such as case studies, field trips and role play have shown promising results by engaging students in critical thinking. 15

Case studies have been used within different disciplines – including law, business and social sciences – to improve student capacity to: engage; apply theory to practice; consider different views; and analyse data. Cases studies can also enable students to: develop listening and cooperation skills; build partnerships; and brainstorm. 15 , 16 A case study is a “description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or persons in the organization.” 15 By encouraging reflection beyond the classroom, 17 case scenario‐based teaching represents a way to bridge the gap between theory and practice. They serve to: contextualise learning; project the mind to consider real‐world possibilities; and foster critically thinking. 18 In other words, it can be argued that the gap between rote learning and critical thinking is the bridge between theory and practice. The premise for case scenario‐based learning is that learning is contextualized and projects the mind to interact with real‐world possibilities thereby drawing upon critical thinking to supplement the learning content that is traditionally delivered via a lecture‐approach. 18

Despite the potential value of case studies, they are yet to be evaluated as a way to transition international students from memorisation to critical thinking. 4 , 19 , 20 This pre and post intervention study addresses this gap by evaluating the effect of case scenario‐based teaching on international students in an Australia university. In this study we hypothesized that case studies will lead to higher levels of critical thinking skills among international students.

2.1. Research design, participants and procedure

This was a pre and post intervention study and data were collected using a convenience sample of 79 international Master of Public Health students specialising in health promotion enrolled in HAS 948 health promotion subject in 2019 at the school of health and society within the University of Wollongong (UOW). This study was reviewed and approved by the Social Sciences Human Research Ethics Committee at UOW (Ethics Number: 2019/005). To improve students' critical thinking skills, a series of unfolding case studies was developed, informed by relevant literature 21 , 22 , 23 , 24 , 25 , 26 and the lead author's teaching expertise in health promotion. Case study conventionally provides students with all relevant information and questions. In this study however we used unfolding case studies that were unfolding and intentionally incomplete to encourage students to to participate in critical thinking activities including problem identification, information seeking, context assessment, logical reasoning and data analysis. 27 , 28 The unfolding case studied were strategically designed to be unpredictable and evolve over time to encourage active learning among students. 28 The case studies addressed: the five strategies of the Ottawa charter for health promotion; healthy schools; chronic disease management 29 , 30 , 31 , 32 , 33 , 34 ; the role of culture, beliefs, and values in health promotion; and the evaluation of a community‐based health promotion intervention. 23 , 24 , 25 , 35 , 36 , 37 , 38 The case studies were purposely complex to encourage students to employ health promotion concepts to justify their solutions. The case studies were based on real scenarios with supporting data and documents to be analysed during the lecture. In preparation for the intervention, the students were asked to read UOW Critical Analysis 39 concept prior to the intervention. To provoke critical thinking, they discussed open‐ended questions during the lectures in groups of five to eight. 15 The case studies were delivered using five case scenarios‐based lectures from week three to seven of a 12‐week semester.

The post intervention period was 7 weeks. Student critical thinking was evaluated with reference to performance during the tutorial sessions of HAS948 health promotion subject, which were facilitated after the lectures. Pre intervention critical thinking data were collected during the week two tutorial. Students were provided with formative feedback about their progress in all dimensions of critical thinking. They were provided with further information about critical thinking and extra support of working with case studies based on their progress. Post intervention critical thinking data were gathered during the last tutorial session in week 12, 7 weeks post intervention. Assessments were marked by an academic, not involved in the intervention design or delivery to prevent bias.

2.2. Study measures

2.2.1. demographic attributes.

Student demographic attributes considered for this study included gender, age, and country of origin.

2.2.2. Critical thinking measure

An adapted version of the critical thinking rubric developed and validated by the Centre for Teaching, Learning, and Technology at the Washington State University was used to measure students' critical thinking score, pre and post intervention. 40 The adaptations served to adjust the language, to ensure appropriateness for case scenario‐based teaching. The rubric examined seven dimensions of critical thinking, including: problem identification; context assessment; demonstrating ownership; data analysis; multiple solutions; conclusion and implications; and communication (see Table 1 ). These were measured via a Likert scale from one to six, which culminated with three categories – namely, emerging (scores of 1‐2), developing (scores of 3‐4) and mastering (scores of 5‐6). A score of one denoted the lowest level of critical thinking, while six was the highest.

An example case study

Biren Kesang is the only child of a recent migrant family from Asia. Biren is 7 years old. As he is not familiar with English, Biren has to attend Year 1 in an Australian school although he has completed 2 years of primary school in his country of origin. Biren is about 100 cm tall and weighs about 28 kg. He is relatively short compared to his classmates although he is 2 years older. Biren comes from a village in Asia where being fat is associated with being wealthy. His personal appearance was never considered unhealthy in his country of origin. Given his stubby appearance, he has been repeatedly bullied by some students in the school. In fact, most students call him B.K. using his initials as a reference for “Big Kid.”

Biren's parents are both obese. His grandmother had type 2 diabetes as does his mum. The incidence of diabetes is generally low in the village in their country of origin. Both his parents feel that diabetes is just passed on from one generation to another by gender association. In terms of beliefs, Biren's family engages in ancestral worship and karma. The mother works in a neighbourhood bakery while the dad is a car mechanic. The mother loves to bake cookies and cakes. Biren lives with his parents in a low socio‐economic neighbourhood. The residents are primarily of Australian, English and Irish ancestries. This is in sharp contrast to nearby towns approximately 20 km away with 10% to 15% of the population being of Asian origin. Biren's school is located in one of these other towns in a relatively higher socio‐economic region.

Biren is often reluctant to participate in school‐run physical activities as he does not like to be the target of bullying and also feels he cannot participate competitively. However, he likes rugby as his weight gives him a distinct advantage though he lacks the speed and agility. Biren's parents are always busy and do not involve themselves in the Biren's progress at school. It is highly likely that Biren has depression given the new environment and bullying he has experienced. As much of the bullying has not been physical, this issue remains undealt by the school.

Question 1. Describe the family's experience using the development stages of social structure taking into consideration the role of culture, beliefs and values in the case scenario above.

Question 2. Explain the tension between healthy school by input and healthy school by outcomes and the coping mechanism (s) that may be suitable for Biren's depression.

Question 3. Apply the five action strategies of the Ottawa Charter for Health Promotion (1986), to suggest how Biren and his parents can be supported.

2.2.3. Assessment marks

The health promotion subject involved four assessments that totalled 100 marks. 41 Assessment 1 was a 500‐word essay to discuss the relevance of the Ottawa charter for health promotion (1986) in the 21st century, by developing one counter and three supporting arguments (weight: 10%). Assessment 2 was a 1500‐word report to: select a health promotion issue; compare four population‐based interventions that have been implemented to produce individual behavioural change by drawing on scholarly literature; and determine the interventions that were most effective and why (weight: 30%). Assessment 3 was a 2‐h examination comprised of 20 multiple choice items and two case studies (weight: 40%), whereby students were assessed on whether they: demonstrated an understanding of the impact of globalisation on health promotion, with a specific focus on the Bangkok Charter; applied a health promotion perspective within different settings; and critically discussed the application of theories within health promotion initiatives. Assessment 4 was tutorial participation, whereby students were assessed on whether they: contributed to the development of new understandings in their group, based on the weekly readings and lectures; contributed respectfully and meaningfully to debates and ideas presented within their group; contributed to group discussions by identifying strengths and weaknesses in the material discussed and explaining their reasons; and related their own ideas to those articulated by others in their group (weight: 20%). Participation for each tutorial session were assessed using a modified tutorial participation rubric developed by Eberly Center for Teaching Excellence. 42 The rating scale ranged from 1 to 4 for each criterion. A score of 4 in any criterion represents the attainment of the highest standard of participation.

2.2.4. Grades

Based on their total assessment mark, students received a grade of: fail (<50% of total mark); pass (50%‐64% of total mark); credit (65%‐74% of total mark); distinction (75%‐84% of total mark); or high distinction (85%‐100% of total mark). 43

2.3. Data analysis

Univariate statistics were used to describe student demographic attributes, critical thinking scores, assessment marks and grades. Paired t ‐tests were performed to compare critical thinking scores, pre and post intervention. A one‐way ANOVA and an independent sample t ‐test analysis were used to examine the association of critical thinking scores with demographic attributes. Finally, regression analyses were performed to determine whether critical thinking and its dimensions reliably and significantly predict assessment marks while controlling for demographic attributes.

3.1. Demographics

A total of 79 international public health postgraduate students specialising in health promotion participated in this study. Most were female (73.4%) and aged 25 years or older (64.6%). Students were from 12 countries, predominantly India (40.5%), Nepal (31.6%) and Saudi Arabia (11.4%).

3.2. Critical thinking scores

Table 2 summarizes critical thinking scores pre and post intervention. Before the intervention, student mean critical thinking score was 16.1 of 42 (SD = ±7.1; min. = 7, max. = 35). Most students had “emerging” and “developing” levels of critical thinking across the six dimensions. For instance, students' problem identification (84.8%), context assessment (72.2%) and multiple solutions (68.4%) skills were largely at a “developing” level. Similarly, 41.7% and 34.2% of students had an “emerging” level of communication and data analysis skills, respectively. Only 2.5%‐8.9% of the students had a “mastering” level of critical thinking skills.

Participants' critical thinking scores; mean score (± SD): Pre intervention = 16.1 (±7.1), post intervention = 27.7 (±7.4); n = 79

Score	Emerging		Developing		Mastering
	1	2	3	4	5	6
	(%)	(%)	(%)	(%)	(%)	(%)
Problem identification	Does not attempt to or fails to identify and summarise accurately		Summarises issue, although some aspects are incorrect or confused. Nuances and key details are missing or glossed over		Clearly identifies the challenge and subsidiary, embedded, or implicit aspects of the issue. Identifies integral relationships essential to analysing the issue
Pre	48 (60.3%)	19 (24.1%)	5 (6.3%)	5 (6.3%)	2 (2.5%)	0 (0.0%)
Post	0 (0.0%)	8 (10.1%)	20 (25.3%)	25 (31.6%)	15 (19.0%)	11 (13.9%)
Context assessment	Approach to the issue is in egocentric and sociocentric terms. Does not relate to other contexts. Analysis is grounded in absolutes, with little acknowledgement of own biases. Does not recognise context and underlying ethical implications		Presents and explores relevant contexts and assumptions, although in a limited way. Analysis includes some outside verification, but primarily relies on directions. Provides some consideration of assumptions and their implications		Analyses the issue with a clear sense of scope and context. Identifies influence of context. Questions assumptions, addressing ethical dimensions underlying the issue
Pre	15 (19.0%)	42 (53.2%)	10 (12.7%)	7 (8.9%)	5 (6.3%)	0 (0.0%)
Post	0 (0.0%)	7 (8.9%)	22 (27.8%)	29 (36.7%)	14 (17.7%)	7 (8.9%)
Demonstrating ownership	Position is clearly adopted with little consideration. Addresses a single view of the argument, failing to clarify the position relative to one's own. Fails to justify own opinion or hypothesis is unclear or simplistic		Presents own position, which includes some original thinking, though inconsistently. Justifies own position without addressing other views or does so superficially. Position is generally clear		Position demonstrates ownership. Appropriately identifies own position, drawing support from experience and information not from assigned sources. Justifies own view while integrating contrary interpretations. Hypothesis demonstrates sophisticated thought
Pre	20 (25.3%)	29 (36.7%)	17 (21.5%)	8 (10.1%)	5 (6.3%)	0 (0.0%)
Post	0 (0.0%)	12 (15.2%)	21 (26.6%)	22 (27.8%)	11 (13.9%)	13 (16.5%)
Data analysis	No evidence of selection or source evaluation skills. Repeats information without question or reports evidence without justification. Does not distinguish between fact and opinion. Evidence is simplistic, inappropriate, or not related to topic		Demonstrates adequate skill in selecting and evaluating sources to meet information need. Use of evidence is selective, discerns fact from opinion and might recognise bias. Appropriate evidence is provided although exploration is routine		Evidence of source evaluation skills. Examines evidence and questions accuracy and relevance. Recognises bias. Sequence of presentation reflects clear organisation of ideas, importance and impact
Pre	14 (17.7%)	31 (39.2%)	20 (25.3%)	7 (8.9%)	7 (8.9%)	0 (0.0%)
Post	0 (0.0%)	6 (7.6%)	25 (31.6%)	23 (29.1%)	15 (19.0%)	10 (12.7%)
Multiple solutions	Deals with a single perspective and fails to discuss others' perspective. Adopts a single idea. Alternatives are not integrated. Avoids challenging other ideas presented. Treats other positions superficially. No evidence of self‐assessment		Begins to relate alternative views. Rough integration of multiple viewpoints. Might overstate conflict or dismiss alternative views hastily. Analysis of other views mostly accurate. Some evidence of self‐assessment		Addresses diverse perspectives from a variety of sources to qualify analysis. Any analogies are used effectively. Clearly justifies own view while respecting views of others. Analysis of other positions is accurate and respectful. Evidence of reflection and self‐assessment
Pre	31 (39.2%)	23 (29.1%)	13 (16.5%)	8 (10.1%)	4 (5.1%)	0 (0.0%)
Post	0 (0.0%)	9 (11.4%)	19 (24.1%)	30 (38.0%)	12 (15.2%)	9 (11.4%)
Conclusion and implications	Fails to identify conclusions, implications, and consequences, or conclusion is a simplistic summary. Conclusions are absolute and might attribute conclusion to external authority		Conclusions consider evidence of consequences extending beyond a single issue. Presents implications that might impact other people or issues. Presents conclusions as only loosely related to consequences. Implications might include vague reference to conclusions		Identifies and discusses conclusions, implications, and consequences. Considers context, assumptions, and evidence. Qualifies own assertions. Consequences are considered and integrated. Implications are developed and consider ambiguities
Pre	16 (20.3%)	30 (38.0%)	21 (26.6%)	5 (6.3%)	7 (8.9%)	0 (0.0%)
Post	0 (0.0%)	6 (7.6%)	29 (36.7%)	21 (26.6%)	14 (17.7%)	9 (11.4%)
Communication	In many places, language obscures meaning. Grammar or other errors are distracting or repeated. Style is inconsistent or inappropriate. Communication is unfocused and poorly organised; lacks logical connection of ideas		In general, language does not interfere with communication. Errors are not distracting or frequent, although there might be some problems with style and voice		Language clearly and effectively communicates ideas. Might at times be nuanced and eloquent. Errors are minimal. Style is appropriate for audience
Pre	11 (13.9%)	28 (35.4%)	25 (31.6%)	8 (10.1%)	7 (8.9%)	0 (0.0%)
Post	0 (0.0%)	1 (1.3%)	26 (32.9%)	25 (31.6%)	14 (17.7%)	13 (16.5%)

Post intervention, students' mean critical thinking score increased to 27.7 of 42 (SD = ±7.4; min. = 7; max. = 42). Most students had a “developing” level of critical thinking skills. The students' “developing” skills increased across critical thinking dimensions, including: problem identification (pre = 12.6%; post = 56.9%); context assessment (pre = 21.6%; post = 64.5%); demonstrating ownership (pre = 31.6%; post = 54.4%); data analysis (pre = 34.2%; post = 60.6%); multiple solutions (pre = 26.6%; post = 62.1%); conclusion and implications (pre = 32.9%; post = 63.3%); and communication (pre = 41.7%; post = 64.5%). Approximately 30% of the students reached “mastering” critical thinking skills, post intervention.

3.3. Marks and grades post intervention

The mean total mark was 64.3 (SD = ±12.9; min. = 29; max. = 87). This was calculated by adding marks for Assessment 1 (mean = 7.4; SD = ±1.9), Assessment 2 (mean = 20.6; SD = ±5.4), Assessment 3 (mean = 22.9; SD = ±7.1), and Assessment 4 (mean = 13.1; SD = ±2.3). Most students received a grade of: pass (39.2%; n = 31) or credit (27.8%; n = 22). One in 10 (10.1%; n = 8) received a fail grade, while 7.6% ( n = 6) and 15.2% ( n = 12) achieved distinction and high distinction grades, respectively.

3.4. Mean difference of critical thinking score pre and post intervention

A paired t ‐test showed that the mean difference of critical thinking scores, pre and post intervention, was significant (see Table 3 ). The intervention improved the post intervention mean by 11.7 points (SD = ±6.4) compared to the pre intervention mean ( P < 0.001). In other words, the mean post intervention score (27.7; SD = ±7.4) was significantly higher than the mean pre intervention score (16.1; SD = ±7.1). t ‐Test and one‐way ANOVA using post‐hoc Dunnett analyses indicated that the mean difference of post intervention critical thinking scores between gender, age, and country of origin groups were not significant.

Comparison of critical thinking scores pre and post intervention and across demographics post‐intervention ( n = 79)

Variables	Critical thinking mean difference (±SD)	Value	95% confidence interval of the difference
Critical thinking
Pre vs post	11.7 (±6.4)***	16.1	10.2‐13.1
Mean difference of critical thinking across attributes post intervention
Male vs female	−1.5 (±1.8)	−0.8	−5.3‐2.2
≤25 vs ≥26 years	−3.2 (±1.7)	−01.8	−6.6‐0.2
Country of origin
Nepal vs India	0.7 (±1.9)	0.5	−3.2‐4.6
Saudi Arabia vs India	−0.8 (±2.6)	−0.4	−6.2‐4.5
Other countries vs India	1.8 (±2.4)	1.7	4.1‐6.6

P < 0.05, ** P < 0.01 and *** P < 0.001.

3.5. Mean difference of post intervention mean critical thinking scores between grades

One‐way ANOVA using post‐hoc Dunnett analyses showed that the mean difference of post intervention critical thinking scores between grades were significant. The mean post intervention critical thinking scores among students who received a high distinction (mean difference = 24.7, P < 0.001), distinction (mean difference = 20.5, P < 0.001), credit (mean difference = 12, P < 0.001), or pass (mean difference = 5.7, P < 0.001) were significantly higher than those who failed. A post intervention mean plot suggested that the mean critical thinking scores increased exponentially with higher grades (see Figure 1 ). An error bars graph (small bar = more reliable; larger bar = less reliable) showed that improvement in critical thinking across all grades was reliable; however, it was more reliable within the group of students who received a high distinction (see Figure 2 ).

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Means plot of post intervention critical thinking scores across grades

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Error bars of post intervention critical thinking mean scores

3.6. Regression analysis: Predictive power of critical thinking and its dimensions predicting total marks

A multiple regression analysis indicated that critical thinking was positively and significantly correlated with final marks (see Table 4 ). After controlling for demographic attributes, critical thinking predicted 78.6% of the variance in final marks. None of the demographic attributes predicted variance in the total marks.

Multiple and stepwise regression analyses for critical thinking and its dimensions predicting the total mark while for controlling demographic attributes ( n = 79)

Predictors	Total mark (β)	value	95.0% CI for B	UV (%)
Multiple regression analyses for critical thinking predicting final mark
Critical thinking	1.6 (0.9)	16.3	1.4‐1.8	78.6***
Male vs female	−1.2 (−0.4)	−0.9	−4.1‐1.6	−1.1
≤25 vs ≥26 years	−0.3 (−0.1)	−0.2	−3.1‐2.5	−0.6
India vs other countries	−0.3 (−0.01)	−0.1	−4.1‐4.1	−0.0004
Nepal vs other countries	0.5 (.02)	0.3	−3.6‐4.7	0.09
Saudi Arabia vs other countries	2.2 (0.5)	0.8	−3.1‐7.3	0.9
( = 81.2%, = 6, = 57.1***)
A stepwise regression analysis for critical thinking dimensions predicting final marks
Problem identification	4.5 (0.4)	5.0	2.7‐6.4	24.7***
Multiple solutions	4.1 (0.4)	4.3	2.1‐5.9	20.1***
Communication	2.4 (−0.1)	2.5	0.5‐24.3	7.8*
( = 86.3%, = 3, = 157.9***)

Abbreviations: CI, confidence interval; UV (%), unique variance because of variable (%).

* P < 0.05, ** P < 0.01, *** P < 0.001.

After revealing the strong correlation and predictive power of critical thinking, a stepwise regression analysis controlling for demographic attributes was performed to determine which critical thinking dimensions predicted the total marks, while competing with each other and the demographic attributes. The dimensions of problem identification, multiple solutions, and communication significantly predicted the final marks in the presence of the other dimensions as well as the demographic attributes. The dimension, problem identification, was the strongest predictor of the final marks, with a predictive power of 24.7%.

3.7. Regression analysis: Predictive power of critical thinking dimensions predicting assessment marks

After revealing the correlation and predicting power of critical thinking and its dimensions for the final marks, regression analyses were performed to determine the predictive power of the critical thinking dimensions for each assessment mark. Critical thinking and its dimensions significantly predicted the marks of each assessment (see Table 5 ). Critical thinking (total score) strongly predicted student performance in the examination (63.6%) and the report assessments (47.8%), compared to tutorial participation (35.5%) and the essay assessments (21.3%). In terms of critical thinking dimensions, the communication dimension was the strongest predictor of student performance in the essay assessments (24.4%), while the problem identification dimension was the strongest predictor of student performance in the report assessments (48.2%) and the examination (65.2%). The dimension, multiple solutions, was the strongest predictor of student participation in the tutorials (35.3%).

Regression analyses for critical thinking and its dimensions predicting final and assessments marks ( n = 79)

Predictors	Assessment (β)	value	95.0% CI for B
	Assessment 1 (Essay, 10%)
Critical thinking (total score)	0.1 (0.5)	4.6	0.07‐0.2	21.3%***
Problem identification	0.6 (0.4)	3.7	0.3‐0.9	13.7%***
Context assessment	0.7 (0.4)	3.8	0.3‐1.0	14.4%***
Demonstrating ownership	0.6 (0.4)	3.6	0.3‐0.9	13.1%***
Data analysis	0.7 (0.4)	4.1	0.4‐1.0	16.7%***
Multiple solutions	0.8 (0.5)	4.5	0.4‐1.1	19.5%***
Conclusion and implications	0.7 (0.4)	4.1	0.4‐1.1	16.5%***
Communication	0.9 (0.5)	5.1	0.6‐1.3	24.4%***
	Assessment 2 (Report, 30%)
Critical thinking (total score)	0.5 (0.6)	8.4	0.6‐0.7	47.8%***
Problem identification	3.2 (0.7)	8.6	2.5‐4.0	48.2%***
Context assessment	3.2 (0.6)	7.0	2.2‐4.1	37.7%***
Demonstrating ownership	2.5 (0.6)	6.4	1.7‐3.3	33.7%***
Data analysis	3.2 (0.7)	7.7	2.3‐3.9	42.4%***
Multiple solutions	3.1 (0.7)	7.6	2.3‐3.9	42.1%***
Conclusion and implications	2.9 (0.6)	6.6	2.0‐13.7	35.0%***
Communication	3.0 (0.6)	6.5	2.1‐3.9	34.4%***
	Assessment 3 (Case study exam, 40%)
Critical thinking (total score)	0.7 (0.8)	11.6	0.6‐0.9	63.6%***
Problem identification	4.8 (0.8)	12.1	4.1‐5.6	65.2%***
Context assessment	4.4 (0.6)	8.1	3.4‐5.5	45.6%***
Demonstrating ownership	3.8 (0.7)	8.6	2.9‐4.7	48.4%***
Data analysis	4.2 (0.7)	8.1	3.1‐5.2	45.3%***
Multiple solutions	4.7 (0.8)	10.5	3.8‐5.6	58.1%***
Conclusion and implications	4.2 (0.7)	8.3	3.2‐5.3	46.2%***
Communication	4.9 (0.8)	10.5	4.0‐5.6	58.2%***
	Assessment 4 (Tutorial participation, 20%)
Critical thinking (total score)	0.2 (0.6)	6.5	0.1‐0.2	35.5%***
Problem identification	1.0 (0.5)	5.1	0.6‐1.3	24.0%***
Context assessment	1.1 (0.5)	5.5	0.7‐1.5	27.0%***
Demonstrating ownership	0.9 (0.6)	5.9	0.6‐1.3	30.3%***
Data analysis	1.2 (0.6)	6.4	0.8‐1.5	34.2%***
Multiple solutions	1.2 (0.6)	6.6	0.8‐1.6	35.3%***
Conclusion and implications	1.0 (0.5)	5.1	0.6‐1.4	24.6%***
Communication	1.1 (0.5)	5.2	0.6‐1.5	25.2%***

Abbreviation: CI, confidence interval.

4. DISCUSSION

Critical thinking is a fundamental competency to improve the ability to interpret, evaluate and analyse arguments and ideas. 44 However, critical thinking skills are limited among international students from the Middle East and Asia, mainly due to previous training in memorisation rather than self‐directed learning and critical thinking. 8 They need to overcome cross‐cultural differences in education systems while growing to appreciate the distinct education system that places pride in enforcing critical thinking. 11 Memorization relies more on exams while critical thinking focuses on a research‐based essay writing. 12 The complexity and dynamic nature of health promotion practice necessitates alternative learning modalities to equip students with critical thinking skills. 4 , 45 In line with extant literature, 16 , 20 results from this study suggested that case studies significantly improved critical thinking skills among international students from the Middle East and Asia. A paired t ‐test analysis showed that the intervention – case scenario‐based teaching – significantly improved the mean post‐intervention critical thinking skills. A t ‐test and one‐way ANOVA indicated that post intervention improvements in critical thinks skills were not related to student gender, age, or country of origin. This is a significant finding, demonstrating that the impact of case study‐based teaching on students' critical thinking skills is not influenced by their demographic attributes. As such, case studies can improve critical thinking skills among international students from Middle East and Asia.

The mean critical thinking scores increased exponentially with the increase of grades. However, improvement among the students who received a high distinction was more reliable, relative to their counterparts who received lower grades. This finding indicates that case scenario‐based teaching generates different levels of critical thinking, depending on grade level. In other words, high performing students are more likely to benefit from case studies. Furthermore, those who receive a high distinction are likely to experience improved critical skills for a longer period. This suggests that students with lower grades will need more cases to practise if case studies are selected to improve critical thinking.

Critical thinking predicted 78.6 of the total marks, after controlling for demographic attributes. In relation to the dimensions of critical thinking, problem identification, multiple solutions, and communication were the main predictors of the total marks, while competing with other dimensions as well as the demographic attributes. The problem identification dimension was the strongest predictor of the total marks. These findings demonstrate that improving critical thinking is a reliable way to improve student marks and their grades. However, improving the dimensions of problem identification, multiple solutions, and communication of critical thinking are more likely to yield promising outcomes.

Improved critical thinking improved student performance in the examination and report assessments, relative to tutorial participation and the essay assessments. In terms of the critical thinking dimensions, improved communication resulted in better marks for the essay assessments. Improved multiple solutions skills yielded better marks for tutorial participations; while improved problem identification skills improved marks for the report assessments and examination. This finding demonstrates how critical thinking and its dimensions impact performance in different assessments. It suggests the impact of critical thinking on different assessments varies; as such, the different dimensions of critical thinking should be targeted for different assessments. For instance, multiple solutions are necessary for tutorial participation, while problem identification is key to report assessments.

5. CONCLUSION

Our findings suggest case studies can be used to improve critical thinking among international students. Interestingly, case study induced improvement in critical thinking does not differ by demographics characteristics, which make it a great modality for critical thinking teaching. This study's results showed that critical thinking reliably improves student marks however it works much better for high achiever students – as such, students who struggle with their academic studies will require more practice when using case scenario‐based teaching. Our finding sheds light on how critical thinking and its dimensions impact marks for different assessments and has important implications for teachers in university settings. Our result showed that the different dimensions of critical thinking impact assessment marks differently. As such, it is important to purposely target different dimensions in different assessments. In other words, different dimensions of critical thinking work for different assessments therefore targeting different dimensions of critical thinking is necessary for achieving better marks among international students.

This study makes a strong case for case scenario‐based teaching to improve critical thinking among international students. However, given the limitations of this study, including the small, non‐representative sample, further testing is required. Specifically, to improve teaching strategies, research is required to: test variations of the case scenario‐based teaching used in this study; involve a greater variety of students; and consider their confidence, anxiety, and self‐efficacy levels when using their critical thinking skills. This might involve a case control or randomised control study design to enhance the veracity of the findings. Qualitative study in conjunction with randomised control study might help suggest why critical thinking skills are less present in lower scoring students.

FUNDING INFORMATION

There was no funding for this study.

CONFLICT OF INTEREST

The authors declare that they have no conflict of interest.

ETHICS STATEMENT

The study was granted ethics approval by Human Research Ethics Committee at the University of Wollongong.

ACKNOWLEDGEMENTS

Open access publishing facilitated by University of Wollongong, as part of the Wiley ‐ University of Wollongong agreement via the Council of Australian University Librarians.

Hosseinzadeh H, Ratan ZA, Shnaigat M, Edwards J, Verma I, Niknami M, et al. Effectiveness of case scenario‐based teaching to transition international Master of Public Health students specialising in health promotion from memorization to critical thinking . Health Promot J Austral . 2022; 33 ( S1 ):39–49. 10.1002/hpja.631 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

COMMENTS

Rote Learning Vs Critical Thinking
Rote Learning Vs Critical Thinking. Learning is defined as the acquisition of knowledge or skills. Knowledge and skills are acquired in various ways: Through practice and experience such as riding a bike. Through study, reading what others have written about the subject. Through instruction, being taught by someone with the desired knowledge.
Rote Learning vs Critical Thinking
Though rote learning has a few benefits, critical thinking is beyond a doubt, the most instrumental tool for the development and successful integration of an individual in society. The key to success is a harmonious balance between the two, resorting to rote learning only in cases of essential memorization while reaping the unlimited potential ...
Rote learning vs. Critical thinking
Rote learning helps your brain improve its ability to remember details and retain information for extended periods of time. Critical thinking helps your brain form connections between information and draw conclusions based on that information. Though the differences between rote learning and critical thinking are numerous, they can work together.
Does Rote Memorization Actually Help Us Learn New Things?
Here are its top benefits: Easy access to info: Chan says that "rote memorization helps you quickly recall essential facts, data, or formulas. This can be particularly helpful in situations where immediate access to information is required, such as during exams or for a job roles." Efficiency: When you need to know someone's phone number, it ...
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The rote vs. meaningful learning dichotomy has been around for several decades. Novak (1977) was among the first to identify this misconception by stating: ... Lack of Critical Thinking: Rote learning does not encourage students to critique and analyze information.
Rote Memorization and Learning Techniques
Rote memorization vs critical thinking (difference between memory and intelligence) ... In discussions on pedagogy, some contrast "rote learning" with "meaningful learning," inadvertently suggesting that the former lacks depth or relevance. However, dismissing rote memorization as merely an "old" or "outdated" strategy would be a ...
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Rote Learning Vs Critical Thinking. In the landscape of secondary education, a balance between rote memorization and critical thinking is essential for meaningful learning. Teachers often navigate this terrain, recognizing that while active learning strategies engage students in higher-order thinking, foundational knowledge—sometimes built ...
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When the role of rote memorization is an end in itself, instead of a means to an end, rote memorization fails as a building block to critical thinking. When the argument focuses on rote learning as an either/or situation, rote learning is stigmatized as a technique that "lazy" or "uninformed" teachers use.
Understanding Rote Learning in Psychology: Definition, Benefits, and
Rote learning may present challenges in problem-solving tasks that require critical thinking and cognitive flexibility, limiting the application of acquired knowledge. When individuals rely solely on rote memorization, they tend to approach problems with a fixed mindset, lacking the ability to adapt and think creatively.
Memorization is a component of critical thinking, not its opposite
I'd like to suggest that the problem of rote learning vs. critical thinking is actually a false dichotomy. Or rather, there are two types of rote learning, and it's necessary to distinguish between them: on one hand, there's the type of rote learning that exists as an end in itself. The point of this type of education is simply to be able ...
PDF Rote Versus Meaningful Learning1
Comparing (also called contrasting, mapping, or matching) involves detecting similarities and differences between two or more objects, events, ideas, problems, or situations. In the field of social studies, for example, an objective may be "Under-stand historical events by comparing them to fa-miliar situations.".
Rote Learning vs Critical Thinking: Finding the Balance
Read the full article here: https://criticalthinkingsecrets.com/rote-learning-vs-critical-thinking/Download FREE Critical Thinking Skills Ebook: https://crit...
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Rote memorization vs. constructivist learning. Rather than rote memorization, many educational situations need more personalized learning. Of course, most constructivist educators will argue that real-life simulations, on-the-job training, and project-based learning are more effective at learning new concepts than rote memorization.
Rote Memorization and Critical Thinking
Brain development affects the foundations of learning. Rote learning can be an important tool in building a foundation for higher-level critical thinking skills. However in students who struggle academically with conditions like ADHD and learning disabilities, this approach can be challenging. Poor working memory is common in children with ADHD ...
Rote Learning: Retaining Information Without Deepening Its ...
However, when the question is relatively ambiguous or critical thinking is asked, the security of memorized information begins to fade. Rote learning Vs Other Learning Types. Every situation requires different types of learning and each person uses their own learning methods. 1. Meaningful learning. Rote learning is closely linked to meaningful ...
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Critical thinking skills could fall by the wayside if rote learning becomes your primary teaching method. Many educators agree there is a place for rote memorization in the school system. However, most teachers have opted for other methods geared toward improving students' long-term memory and creating a more significant way to learn the course ...
Memorization vs. Critical Thinking: How Online Math Tutors Help
Meaningful learning (or deep learning), on the other hand, focuses more on engaging with the subject matter, thinking critically, and understanding how all the pieces work together. In its essence, it encourages understanding rather than memorization. Leaning heavily on memorization often obstructs deeper learning; much of the information ...
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Rote learning is defined as the process of memorizing specific new items as they are encountered, storing them for future use. ... Cultural differences in educational focus on creativity and experimentation versus holistic thinking and rote learning are also likely to promote cultural differences in innovation [91].
PDF The Role of Rote Memorization in Education Today
Initial Hypothesis. It is the purpose of this research to examine the role and significance of the historical use of "rote" memorization in instruction. This method dominated classrooms for almost 300 years in this country. Rote memory was both significant and successful in the past.
PDF ournal of Education and Educational Development Article Comparative
preference of rote learning, development of critical thinking skills, lifelong learning skills, problem solving skills and creativity skills are getting undermined. Although memorization skills are declining in west, the education system in Pakistan continues to push rote learning technique in its pedagogy. This is 21st century and the needs and
Effectiveness of case scenario‐based teaching to transition
They serve to: contextualise learning; project the mind to consider real‐world possibilities; and foster critically thinking. 18 In other words, it can be argued that the gap between rote learning and critical thinking is the bridge between theory and practice.
Rote learning
Versus critical thinking. Rote learning is widely used in the mastery of foundational knowledge. ... Rote learning is also used to describe a simple learning pattern used in machine learning, although it does not involve repetition, unlike the usual meaning of rote learning. The machine is programmed to keep a history of calculations and ...

Rote Learning Vs Critical Thinking

What is Rote Learning?

What is Critical Thinking?

Benefits of Critical Thinking

Meaningful or “Deep” Learning

Back to Critical Thinking

In Conclusion

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Rote learning vs. Critical thinking

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Does Rote Memorization Actually Help Us Learn New Things?

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Rote Learning: Definition, Examples, Pros, Cons

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Key Strengths

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Rote Learning Examples

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Rote Memorization and Learning Techniques

What is rote memorization?

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