Rote learning vs meaningful learningActive learningAusubel's meaningful learning TheoryRote learning sentenceThe difference between rote learning and meaningful learning is the difference betweenExample of meaningful learningRote learning vs conceptual learning

Rote Learning Vs Meaningful Learning - Target Study

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Rote learning is memorizing technique, learning by repeating content where as meaningful learning is memorize the things by understanding ... WelcomeUser Login emoji_events PlayContest home Home account_balance Institutions library_books Courses assignment EntranceExams work CareerOptions notifications Alerts location_city CoachingCentres dashboard Articles local_library Knowledge description DateSheets language Languages RoteLearningVsMeaningfulLearning HomeArticlesRoteLearningVsMeaningfulLearning more_vert HomeArticlesRoteLearningVsMeaningfulLearning Rotelearningcanbedefinedasamemorizationtechniquebasedonrepeatingthematerialagainandagainuntilyougetthroughwithitandbegintomemorize.Theideabehindtherotelearningisthatonewillbeabletoquicklyrecallthemeaningofthematerialthemoreonerepeatsit.Someofthealternativestorotelearningincludemeaningfullearning,associativelearning,andactivelearning.Rotelearningisgenerallybasedononlyrepeatingthetopicsandnottheclearunderstandingofthetopics.Rotelearningmethodsaregenerallyusedwhenquickmemorizationisrequired,suchaslearningone'slinesinaplayormemorizingatelephonenumber,alsosomestudentsoptforrotelearninginsteadofmeaningfullearningmethodwiththeclearunderstandingofthesubject.Rotelearningiswidelyusedinthemasteryoffoundationalknowledge. Meaningfullearning,ontheotherhand,referstotheconceptoflearningthesubjectortopicwiththeclearunderstandingofalltherelatedfacts.Whenlearnedbymeaningfully,thelearnedknowledgeisfullyunderstoodbytheindividualandhealsoknowswellhowthatspecificfactrelatestootherstoredfactsinhisbrain.Forunderstandingthisconcept,itisgoodtocontrastmeaningfullearningwiththemuchlessdesirable,rotelearning.Rotelearningisthemethodwhereyoumemorizesomethingwithoutfullunderstandingandyoudon'tknowhowthenewinformationrelatestoyourotherstoredknowledge. WhatisRoteLearning? Rotelearningasdiscussedearlierinvolvesverbatimmemorization.Rememberingaparticularphonenumber,datesandnamesareexamplesofrotelearning.Repeatingmaterial,againandagain,helpsalearnerrecallitexactlyasitwaspresented.Stuffthatdoesn'trelatetoanythingelseislearnedbyrotelearningmethod.Meaningfullearning,ontheotherhand,istiedandrelatedandintegratedtopreviouslearning.Needlesstosay,meaningfullearningisgenerallymorepowerfulandinteresting.Rotelearningdoesnotgiveyouanymeaningfullearningexperienceandyouarenotsureofutilizingthatinformationforsomepracticaluse.RotelearningislikesingingalongwithasongplayingonyourI-podorradioandafteracoupleoftimes,youstarttopickupinterestinglinesandslowlyyourealizethatyouhavelearnedthewholesong. Someotherexamplesofrotelearningmayinclude: Schooltopicswhererotelearningisfrequentlyusedincludephonicsinreadingandespeciallycrammingatthetimeofthetest. Theperiodictableinchemistry,youcannothaveareasonforeveryelementplacementinthetable,hencemostofthetimestudentsendupcrammingthepositionofelementsintheperiodictable. Multiplicationtablesinmathematics,thatmostofthestudentslearnbyrotemethodology. Anatomyinmedicine,thereisnoreasonforthegeneralhumananatomyandyoucannotfindanyothermemorizationtechniquefortheanatomy.Henceonlytechniqueleftisbytherotemethod. Casesorstatutesinlaw, Youcannotfindareasonforeverysmallformulathatyouhavetouseinasubject.Forexample,asimpleformulaformomentumisp=mvwhichhasalongtwo-pagederivation.Ifastudentgoesonlearningallthesederivationshewouldnotbeinastatetolearnanythingelseforhisexamination. Rotelearningeschewscomprehension,sobyitself,itisanineffectivetoolinmasteringanycomplexsubjectatanadvancedlevel.Though,itmaybeagoodtoolforjustmemorizingsomethingortheother,butnotifyouneedtoutilizethatinformationforsomepracticalpurpose.Forinstance,oneillustrationofRotelearningcanbeobservedinpreparingquicklyforexams,atechniquewhichmaybecolloquiallyreferredtoas"cramming".Crammingmaysometimeshelpyouscoredecentgradessometimesbutnoteverytime.Also,itisafactthatcrammingwon’thelpyououtinlongrun.Everytopicthatisbeingtaughthasitsbiggersignificancesomewhereinthefuture,andatthattimeyouendupwithnoinformationleftinyourbrain. Talkingaboutstudies,rotelearningfindssomeusefulnessbystudentsinmathandscience.Rotemethodsareoftenused,forexample,tomemorizeformulasortables.Thereisgreaterunderstandingifstudentscommitaformulatomemorythroughexercisesthatusetheformularatherthanthroughroterepetitionoftheformula.Butmostofthestudentsfinditquiteusefultojustcramtheperiodictableposition,formulaortablesinmathematicsasanunderstandingofthesetopicsmayinvolvealotofexplanationandderivationwork,thatmaybecomereallycomplexandcumbersomeforastudent.Standardsalwaysrecommendthatstudentsderiveformulasthemselvestoachievethebestunderstandingandutilization.Nothingcanfasterthanrotelearningifaformulaistobelearnedquicklyforanimportanttestandrotemethodscanbehelpfulforcommittinganunderstoodfacttomemory. However,itisoftenobservedthatstudentswholearnwithunderstandingarereallyclearwithallthefactsandareconvenientlyabletotransfertheirknowledgetotasksrequiringproblem-solvingwithgreatersuccessthanthosewholearnonlybyrote. WhatisMeaningfulLearning? Meaningfullearningisveryimportanttoformthestudentpointofview.Meaningfullearningintoday'scompetitiveworldholdsthekeytosuccess.Thesedaysitisnotjustyourgradesthatmattertobesuccessful;itissomethingmorethanthat.Thesedaysintheinterviewyouaretestedonyourpracticalskillsandpracticalknowledgebeforelookingatyourresultcards.Onceyouclearyourinterviewlevelbasedonknowledgeandfacts,thenonlyyouareaskedaboutyourgradesandqualifications.Henceproperknowledgeisamustforanyonetobesuccessfulthesedays.Developingacapabilityof'learningtolearn'andhigher-levelthinkingskillsisalife-longpracticeandmustbehonedonacontinualbasis. Meaningfullearninghelpsusalot,infact,ourbrainisdesignedformeaningfullearningonly.Ourbrainworksinanassociativewayandourmemoryservesusinachainedstructure.Existingknowledgeactsasamentalblockfornewlearningtooccur.Oncewelearnedsomethingbythemeaningfulmethodwithfullclarity,weareabletorelatethatknowledgewitheveryrelevantpieceofinformationaboutthattopicinourbrainandpossessaconfidenceofutilizingthatinformationproperlyinourprofessionalso.Peopledisplayingmemorydeftnessoftencontendthatbyestablishingavisualrelationshipbetweenseeminglydisconnectedorunrelatedobjectsornumerals,theirretentionisenhanced.Henceitwouldnotbewrongtosaythatwedolearnalotbytheprocessofwatchingsomethinghappeninpracticalratherthanjustcrammingittheoretically.Somesuggestionsonhowtoensuremeaningfullearning: Makesurewhatyoulearnisinyourproximalzone. Emphasisemoreontheapplicationratherthanjustlearning. Makesureyouhaveaproperreasonforeverythingthatyouarelearning. Ifthereisanydoubt,askyourteacherhowsomenewknowledgeisrelatedtoothercoursematerial. Haveastudypartneraskyouquestionsthatrequiretherecallofrelatedmaterial. Trytomakesomeeffectivememorisationpointstorememberthethingsthatyouhavelearned. Strictlyavoidcrammingasfaraspossible,evenforsomebasicformulasthatyoumayfindeasytojustcram. Makeafigurethatillustrateswhatyoushouldknowaboutaspecifictopicanditsrelatedmaterial. Donotmixupthethingsbypickingupmultipletopicsatthesametime.Youmaybegoodatmulti-taskingbutthatwon’tworkinthecaseoflearning. Thehumanmindisgenerallyverygoodatmeaningfullearningcomparedtorotelearning.Itisworthnotingthatcomputersaregoodatreplicatingpeoplearen't.So,ifyouareteachingfactsitisveryobviousthattherepetitionisapartoftheprogram.Ifyouchoosetoteachmeaningfulmaterialthenyouwillneedadifferentstrategyforeffectiveteaching.Themeaningfulmaterialcannotbelearnedimmediately.Meaningfullearningrequiresclarificationofallthefactsanddoubtsrelatedtothetopic.Onceaconceptorprincipleislearneditneedstobestrengthened.Thatcomeswithpractising,rememberpractice,notcramming.Strengtheninginvolvesrelatingthematerialtootherideassomeofthosealreadyinyourmind,italsoinvolvesrewording;itinvolvesstretchinganideatoseehowtheyconnect.Thisstrengtheningprocessincreasesthenewmaterial'sdistinctness;itcreatesnewdimensionsandpreventsthematerialfrombecomingabsorbedbywhatwaspreviouslyknown,althoughthemindisinastatetorelatethisnewlygainedinformationwiththepreviousinformationrelatingtothetopic.Thisdistinctnesswillmakethematerialretrievableandapplicabletonewcircumstances. DifferencesBetweenRoteLearningandMeaningfulLearning Educationaltheoristssuggestadistinctionbetweenmeaningfullearningandrotelearning.Rotelearningismostcommonlyemphasizedinprimaryandsecondaryeducationalsettings,andconsistsofsimplememorizationofinformationorthetopics,withoutconcernforrelationshipsamongconcepts,andthebasicideaisjusttogetdecentgradesintheexams.However,incontrast,meaningfullearningresultsfromlinkingnewinformationtorelevant,pre-existingconceptsthatwerelearnedeitherinpreviouslecture,classoryear.Themostimportantfactorforlearningiswhatthelearnersalreadyknow,andhoweffectivelyhecanrelatethenewinformationwiththepre-existinginformationaboutthesametopic. Rotelearninginvolveslearningbyrepetitionandmeaningfullearninginvolvesareviewofthefactswithclarification.Bothrepetitionandreviewareimportanttotheteachingandlearningprocess.Butitisthedutyoftheteachertomakesuretousethemethodthatismostappropriateforparticularmaterialotherwisetheywillbefoolingthemselvesandtheirstudents.Itisafactthatsomething’sdoesneedincrammingbutthereshouldbeaproperlimit.Donotgooncrammingallthetopics,otherwise,thismayleadtoalotofconfusionandstudentsmaysometimesendupblankatthetimeofexamination. Themeaningfullearningtechniqueinvolvesutilizingone’sown,God-gifted,resourcesoptimally,understandingthenaturalassociativepropertyofourlearningmechanismandadoptingnewwaystoread,write,learnandspeak,whileconsciouslytryingtobreakoldhabitsofresortingtolinear,text-oriented,rotelearning.Ontheotherhandrotememorizationissimplythestorageofdatainyourbrain. Itdoesnotrequireanyunderstandingofthedataorfactsbeingstored. Masteringofconceptsisamorecomplexthoughtprocessthatusesthefactstoillustratehowthingsactuallyworkinpracticalapplication. Alotofstudentsknowthefactsbutdon’tunderstandtheconcepts,andthisisthedangerinover-relianceonrotememorization. ConclusionRotememorizationisameanstoanend,thereisnoreplacementforeffectinglearningtechniques.Itisnitthatrotelearningisatotalwaste,butthereshouldbealimitandreason.Therotemethodshouldonlybeusedinatselectedlevelsandcasesonly.Forexample,memorizingtheTimesTablesisaperfectexampleofausefulapplicationofrotememorization,buttheclearunderstandingoftheconceptsofmultiplicationisalsoveryimportant,simplememorizationofthetimestablesisnotgoingtogetoneveryfarinreallife. Parentsandeducatorsneedtobewaryofsituationsinwhichachildmayhavememorizedabunchofinformationthathe/shedoesn’tactuallyunderstand.Itwouldbereallyhelpfulforstudentsinthelongrunifteachersandtrainerslaymoreemphasisonthemeaningfullearningtechniquesandtrytokeepawaycrammingandrotelearningmethods. 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