Why we Choose Apply and Analyze Information over Memorization at PICT
There is a huge difference between accumulation of information and assimilation to synthesize. Gathering knowledge is the initial process which is later followed by comprehension, application, analysis, evaluation and synthesis. While Memorizing is defined as the acquisition of knowledge through study, experience, or being taught and store in memory for later recall, psychologists have defined Comprehension as a psychological process related to an abstract or physical object, such as a person, situation, or message whereby one is able to think about it and use concepts to deal adequately with that object. Understanding is a relation between the knower and an object of understanding.
Many parents complain about their children unable to remember certain concepts no matter how many times they go over it. And no, we aren’t talking about the learning difficulties your child might be facing, we mean the instances when your child has preferred memorizing to actually gaining an understanding of the said concept. Psychologist Benjamin Bloom described, in order for meaningful skills and comprehension to develop, “knowledge” must be practiced and applied. It’s only through repeated application of “information about something” that ideas are transformed into deep comprehension, real ability and useful “real world” skills. Therefore, application of information help remember complex concepts taught in the classrooms.
- Passive learning has no place in our classrooms. Educators do not believe in recycling information with the traditional ‘chalk and talk method’ and subject the learners into endless listening to their lectures. They believe in creating an environment in which the child is stimulated to ‘think’ and ‘express’ their perception of concepts, apply the concepts in real life situations, debate and discuss with fellow mates, ponder over others’ opinion and synthesize a conclusion.
- Rote memorization of facts is more prone to be forgotten over a period of time. Such is not the case with application. Learners correlate data from different situations and dig deeper into concepts, strategies, ideas, etc.
- We want our learners to become smart-thinking individuals by including conceptual understanding and the creation of rich, integrated knowledge structures.
So instead of asking, “what are you learning?” we must ask “how are you learning?” Because in the long-run, the learners will remember the concepts that they have understood, rather than the voluminous information that they were forced to memorize.
Many parents complain about their children unable to remember certain concepts no matter how many times they go over it. And no, we aren’t talking about the learning difficulties your child might be facing, we mean the instances when your child has preferred memorizing to actually gaining an understanding of the said concept. Psychologist Benjamin Bloom described, in order for meaningful skills and comprehension to develop, “knowledge” must be practiced and applied. It’s only through repeated application of “information about something” that ideas are transformed into deep comprehension, real ability and useful “real world” skills. Therefore, application of information help remember complex concepts taught in the classrooms.
How do we do it at PICT?
Our teaching – learning methodology supports “active learning” which provides opportunities for accumulation of knowledge and assimilation through experiences.- Passive learning has no place in our classrooms. Educators do not believe in recycling information with the traditional ‘chalk and talk method’ and subject the learners into endless listening to their lectures. They believe in creating an environment in which the child is stimulated to ‘think’ and ‘express’ their perception of concepts, apply the concepts in real life situations, debate and discuss with fellow mates, ponder over others’ opinion and synthesize a conclusion.
- Rote memorization of facts is more prone to be forgotten over a period of time. Such is not the case with application. Learners correlate data from different situations and dig deeper into concepts, strategies, ideas, etc.
- We want our learners to become smart-thinking individuals by including conceptual understanding and the creation of rich, integrated knowledge structures.
So instead of asking, “what are you learning?” we must ask “how are you learning?” Because in the long-run, the learners will remember the concepts that they have understood, rather than the voluminous information that they were forced to memorize.
0 comments: