Abstract Detail

Don Kaplan - his legacy: Influencing teaching and research

Walker, Dan [1].

Improving Student Learning Through Improved Teaching and Learning Strategies.

Cognitive research over the past two decades has revealed that the brain has multiple memory systems. Of the several identified systems, only one is responsible for conceptual learning, creative thinking, and problem solving. The remaining systems are rote-habit in nature, where learning relies on identical repetition of physical motions or of language drill and practice. Aside from rote memorization of spelling words, the alphabet, or perhaps multiplication tables, most educational objectives require learning into the conceptual memory system. Unfortunately, most students routinely try to learn using techniques that direct information towards the rote-habit systems instead of into conceptual memory. Examples include intensive cramming by repeatedly reciting their notes, the use of highlighters to mark unfamiliar words, flashcards, and quizzing one another on trivia rather than about concepts. Frequently, teachers unknowingly promote poor learning by lecturing too rapidly, or much too long, or covering too much material. Examining students on trivia rather than on concepts or ability to analyze and synthesize also promote rote-habit learning. Widespread examples include the use of fill-in-the-blank, matching, asking for definitions, and asking questions beginning with “what”. Examples from elementary grades through graduate school will be presented to contrast conceptual versus rote-habit learning. Improved models of teaching and learning will be offered based on the author’s many years in K-20 education and teacher preparation.

1 - San Jose State University, College of Science, San Jose, California, 95192-0099, USA

Keywords:
teaching
Learning
Memory Systems
Educational Improvement.

Presentation Type: Symposium
Session: 33-7
Location: Ballroom 2 (Cliff Lodge)
Date: Tuesday, August 3rd, 2004
Time: 4:20 PM
Abstract ID:99