Stimulating, engaging, and effective, the games and activities in this book offers students alternatives to learning by rote or performing drills. This book makes it easy for teachers to develop their linguistic functions through active learning. The specific skills and vocabulary taught in each game or activity is highlighted, as are the…

Presents an experiment for teachers to determine whether rote or reason has greater influence upon the way students think about computation. Provides some observations and concerns, and discusses needed changes in thinking and practice for teaching mathematics. (ASK)

A teaching method for enhancing rote memory ability is described. The use of a metronome was found to establish a tempo, or rhythm, which enabled children to learn multiplication tables more easily. (PHR)

Discusses the importance of teaching place names and locations to students. Targeting rote memorization as an unstimulating method, offers an exercise and several activities using an incorrectly labeled map to teach place-name and location geography in an interesting manner. (AEM)

Ausubel's theory of meaningful learning is described. Rote learning is contrasted with meaningful learning, which builds upon previous knowledge. Student's prior experience may leave them with misconceptions. Although erroneous, misconceptions are frequently logical and resistant to change. The author provides six strategies for facilitating…

This article presents an eclectic approach to spelling instruction, combining ideas from two basic methods: phonetic and memorization. Teaching procedures, student activities, and materials are suggested. A chart of the most basic reading/spelling generalizations is included. (SJL)

Describes the use of past educational experiences and resulting attitudes to illustrate effective teaching methods to students in social studies methods courses. Positive memories center around a hands-on approach, whereas negative memories focused on memorization and rote learning. (LS)

Explores the learning approaches of males and females and their subsequent biology understanding and achievement. (ZWH)

Examines how the role of questions in literacy instruction has always been strong, whether requiring answers involving rote memory or the activation of higher level critical thinking processes. Presents a six-step strategy for questioning followed by a field-tested group of fifth graders' responses to each step. (SC)

Describes the efforts of an eighth grade English teacher to convince her students to value class activities such as story telling, creative writing, reading, drama, improvisation, and conversation rather than traditional rote learning activities. Relates actual conversations between the teacher and her students. (PRA)

The aims of the article are: (1) to outline the general tenets of the "back to basics" movements; (2) to indicate how these tenets go counter to emerging research on hemispheric specialization; and (3) to suggest methods which are brain-compatible and likely to produce competent creative problem solvers. (Author/TG)

This handbook was prepared for use in any classroom to aid the student in understanding how to become a better learner and how to learn meaningfully. This program is based on Ausubel's cognitive learning theory which places emphasis on the differences between meaningful learning and rote learning. To acquire knowledge meaningfully means that the…

Argues that the emphasis in law courses on memorizing facts fails to teach the desired concepts of reasoning and problem-solving. Recommends the use of open-book tests. Suggests that because law is an imprecise subject, and there are no right or wrong answers, it should be taught in an open format. (LS)

Intended for teachers and parents, this book focuses on demolishing widely held myths about poor spellers and about the process of spelling. "Dear Professor Henderson" (chapter 1) is a dedication to a favorite college professor who remonstrated with the author about his "lazy" spelling. "Kneeling on Rice" (chapter 2)…