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PRINCIPLES of LEARNING ACTIVE LEARNING Vs ROTE LEARNING

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PRINCIPLES of LEARNING ACTIVE LEARNING Vs ROTE LEARNING P a g e | 1 Assignment for PRINCIPLES OF LEARNING ACTIVE LEARNING Vs ROTE LEARNING 1.1 INTRODUCTION Learning is a key process in human behaviour. All living is learning. The individual is constantly interacting with and influenced by the environment. This experience makes to change or modify behaviour in order to deal effectively with it. Therefore, learning is a change in behaviour, influenced by previous behaviour. As the skills, knowledge, habits, attitudes, interests and other personality characteristics are all the result of learning. The term “active learning” is certainly not a new one. It has become increasingly common amongst college classrooms in recent years. The result has been a tremendous amount of research on the topic. Numerous studies have supported the benefits of active learning in regard to its impact on teaching and student learning. Researchers and faculty have interpreted it in various ways. They might be grappling with the course material by working collaboratively on problems. They are constantly processing what they are learning. On other hand 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. 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. 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 filing system for your brain. If you can easily access the information when performing a certain task 1.2 DEFINITION OF ACTIVE LEARNING Active learning is "anything that involves students in doing things and thinking about the things they are doing" (Bonwell & Eison). Generally it’s also defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing. While this definition could include traditional activities such as homework, in practice, active learning refers to activities that are introduced into the classroom. The core elements of active learning are student activity and engagement in the learning process. Active learning is often contrasted to the traditional lecture where students passively receive information from the instructor. P a g e | 2 1.2.1 What is Active learning and why is it important Surprisingly, educators' use of the term "active learning" has relied more on intuitive understanding than a common definition. Consequently, many faculties assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, Students are constantly interacting with the material and making a personal connection to the content. In doing this, they quickly move from simple short-term retention to utilizing higher-order thinking skills. This helps them develop a stronger understanding of the material Use of these techniques in the classroom is vital because of their powerful impact upon students' learning. 1.3 DEFINITION OF ROTE LEARNING Rote learning is the memorization of information based on repetition, often without conceptual and meaningful understanding of the subject. We've learned history answers by heart, but yet are unable to understand the impact of those events on current politics and economy. We memorized the laws of physics but are left confused by how they affect our daily lives. Examples of rote learning include memorizing the alphabet, numbers, and multiplication tables. Some consider rote learning to be a necessary step in learning certain subjects. Memorization isn’t the most effective way to learn, but it’s a method many students and teachers still use. A common rote learning technique is preparing quickly for a test, also known as cramming. While being able to quickly recall pieces of information is helpful, to understand information on a deeper level students must use a different method of learning 1.3.1 Disadvantages of rote learning In rote learning, students don't have the opportunity to progress beyond a basic comprehension level. Facts can serve as a foundation for knowledge, but connections must take place. In rote learning, connections between previously learned concepts and those that will be discussed in the future don't always occur. However, memorization isn't necessarily a learning block when developing critical-thinking skills. 1. Children feel disinterested in their studies. 2. Subject matter is not fully understood. 3. Memorisation is short-term. 4. Problem-solving not prioritised. 5. Real-life application ignored. Rote learning is only applicable with objective topics and concepts learning and is very limited in scope. While it can serve a purpose in math, chemistry and some section of History and Geography to memorization, rote memorization doesn't work when students begin to learn, The simple answer is that, since rote learning is basically memorization, the material learn is not flexible, meaning is will find it hard to adapt the learning to other situations. P a g e | 3 1.4 DIFFERENCES BETWEEN ROTE LEARNING AND MEANINGFUL LEARNING 1.4.1 Learning is About Making Connections Knowledge is a constructive process. We learn by adding new knowledge to the knowledge we already have and integrating it with that knowledge. To make that process of integration effective! we have to organize our existing knowledge into some sort of structure. Among the most useful functions of formal education is the way in which it provides powerful frameworks on which students can “hang” new knowledge. Those frameworks come in the form of the theories and concepts associated with the academic disciplines and structures. There are many reasons why teachers need to take into account the learning styles of their students. Unless teacher don’t understands how each student learns best, if won't be able to help them learn at their maximum potential. There are different types of learning. Some of the important and common learning activities are explained here. 1. Motor learning, 2. Verbal learning, 3. Concept learning, 4. Discrimination learning, 5. Learning of principles, 6. Problem solving, and 7. Attitude learning, The ability to learn is one of humanity’s most outstanding characteristics. Learning occurs continuously throughout a person’s lifetime. To define learning, it is necessary to analyze what happens to the individual. As a result of a learning experience, an individual’s way of perceiving, thinking, feeling and doing may change. Thus learning may be defined as a change in behavior as a result of experience. P a g e | 4 2.0 CONCLUSION The reform of instructional practice in higher education must begin with faculty members' efforts. An excellent first step is to select strategies promoting active learning that one can feel comfortable with. Such low-risk strategies are typically of short duration, structured and planned focused on subject matter that is neither too abstract nor too controversial, and familiar to both the faculty member and the students. Based on studies that learner or teachers have to include carefully and observe of the teaching learning techniques used in these education systems that could be Active or Rote learning. Materials about active or rote learning neither to isolated nor fragmented and the goal of interactive classrooms should be remained as necessary to fulfilled. However, higher education in the coming decade can make real promise of active learning is believed. There is a big debate in teaching regarding whether children should or should not memorize their multiplication tables, formulas or chemical equation formula. Briefly, those who argue against it hold that this is meaningless memorization and does not lead to understanding. In this case, it can be said that memorization came before understanding but the learner must choose meaningful strategies for learning that could be Active or Rote. .
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