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> kids are great at memorizing stuff Some are good at it, some are not. This curriculum is aimed at equalizing things for those who are not.

0815test 8y ago
It's a relative comparison. Kids are far better at memorizing stuff and dealing with things that have been made "concrete" to them, compared to abstract thinking - because effective abstraction requires a sort of overall maturity of thinking that very few kids can be expected to develop at an early age! So it's better to just teach the memorization and concrete steps first, and focus on the more abstract stuff later on.
AnimalMuppet 8y ago
It would be good to find a way (an alternate path) that helps the kids who aren't great at memorizing. But don't do it in a way that makes things worse for the kids that are good at memorization. Don't "equalize" by making the best worse.
- Viliam1234 8y ago
  The key to memorization is repetition. Also, paying attention. If I had to design a system that helps everyone with repetition, it would go like this: - each concept must be explained and understood first (never progress to repetition unless you are sure the child groks it); - afterwards, add the concept to your "spaced repetition" software (conveniently provided by the teaching institution); - give kids some time at school when they can do the spaced repetition exercises (so it doesn't become an extra homework). The first step avoids the kind of stupid memorization that people do when they don't have enough time, and that gives them problem (and even greater time pressure) in the future. This makes the entire thing more meaningful that current education. The second step avoids the situations like "I felt pretty sure I understood it yesterday, but now I have no idea where to begin". This makes the entire thing more efficient. > But don't do it in a way that makes things worse for the kids that are good at memorization. Uhm, if you complete the spaced repetition exercise and there is still some time left, you can go play or read something. Or perhaps take a bonus lesson that is not a part of the standard curriculum.

0815test 8y ago

It's a relative comparison. Kids are far better at memorizing stuff and dealing with things that have been made "concrete" to them, compared to abstract thinking - because effective abstraction requires a sort of overall maturity of thinking that very few kids can be expected to develop at an early age! So it's better to just teach the memorization and concrete steps first, and focus on the more abstract stuff later on.

AnimalMuppet 8y ago

It would be good to find a way (an alternate path) that helps the kids who aren't great at memorizing. But don't do it in a way that makes things worse for the kids that are good at memorization. Don't "equalize" by making the best worse.

Viliam1234 8y ago
The key to memorization is repetition. Also, paying attention. If I had to design a system that helps everyone with repetition, it would go like this: - each concept must be explained and understood first (never progress to repetition unless you are sure the child groks it); - afterwards, add the concept to your "spaced repetition" software (conveniently provided by the teaching institution); - give kids some time at school when they can do the spaced repetition exercises (so it doesn't become an extra homework). The first step avoids the kind of stupid memorization that people do when they don't have enough time, and that gives them problem (and even greater time pressure) in the future. This makes the entire thing more meaningful that current education. The second step avoids the situations like "I felt pretty sure I understood it yesterday, but now I have no idea where to begin". This makes the entire thing more efficient. > But don't do it in a way that makes things worse for the kids that are good at memorization. Uhm, if you complete the spaced repetition exercise and there is still some time left, you can go play or read something. Or perhaps take a bonus lesson that is not a part of the standard curriculum.