Monthly Archives: October 2013
Does memorisation get in the way of learning? – Part 4
Previously I started to look at the main points in Ben Orlin’s article expressing concern that ‘memorisation might get in the way of learning’: Some things are worth memorising, but others are not. Knowledge matters – “even a head full … Continue reading
Does memorisation get in the way of learning? – Part 3
Yesterday I said that these were the main points in Ben Orlin’s article expressing concern that ‘memorisation might get in the way of learning’: Some things are worth memorising, but others are not. Knowledge matters – “even a head full … Continue reading
Does memorisation get in the way of learning? – Part 2
Inflexible knowledge is a necessary first step towards understanding. Following on from my previous post, I’d like to take a look at this post by Ben Orlin, and use it as a lens to focus the discussion. Orlin echoes, I … Continue reading
Does memorisation get in the way of learning? – Part 1
This post is in response to the article by Ben Orlin, ‘When memorization gets in the way of learning.’ I posted it on twitter several weeks back, and Will Burn rightly asked what my problem was with it. It’s a … Continue reading
Why might some pupils not like triangles? – You’ll never guess…
Running an after school maths club last year, I decided to use our study of ratio to introduce the basics of trigonometry to some Year 8 pupils. A Year 9 pupil had turned up, but her teacher wasn’t available. I … Continue reading
Should we force kids to memorise poems? Part 4 – Junk Diet
I want to assert that part of the reason many people may fail to find any joy in poetry, is because the quality of the poetry to which they are exposed has been compromised. In other words, the poems taught … Continue reading
...to the real. 