New educational standards in Georgia and Arkansas - hope you’re paying attention, FCPS

[Anonymous]

Anonymous wrote:Most kids don't memorize all the time, but the idea of memorizing one thing a year whether your speech on your project or a poem or the preamble helps you understand how words really matter and just builds that skill of committing information to memory. Just like learning math helps you with problem solving.

I can memorize anything without understanding it, or wanting to understand it. It means nothing.

I knew a particular poem by heart, but I didn't understand any of it until I was an adult because when I was younger, I didn't like poetry. It meant nothing to me.

This accomplishes nothing.

Math is different where you have building blocks, math knowledge builds on math knowledge.

Memorizing a particular poem doesn't help you understand complex text. It will only be helpful if you have to analyze the text, not just memorize it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

Bingo!!! Memorizing is not learning! Applying knowledge show mastery in learning.

Exactly. Think about the Pledge of Allegiance. Hoe many students can recite it? Of those, how many know what it means?

Um… all of them?

1A says we don’t have to do…
And most high schoolers don’t even stand so they don’t even care for it

I’m a high school teacher and you couldn’t be more wrong.

DP, on which part is the poster incorrect? The students are not required to stand or say it. I always have a handful every year that don’t do it.

True, they're not required to stand or say it. And yet, the vast majority do. Maybe one or two kids stay seated. The rest stand and say it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

Bingo!!! Memorizing is not learning! Applying knowledge show mastery in learning.

Exactly. Think about the Pledge of Allegiance. Hoe many students can recite it? Of those, how many know what it means?

Um… all of them?

You think? I challenge you to ask a group of first graders what a republic is or what, “one nation…indivisible” means.

Or allegiance?

You do know you can explain the meaning of the Pledge in very simple, easy to understand terms - right?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Most kids don't memorize all the time, but the idea of memorizing one thing a year whether your speech on your project or a poem or the preamble helps you understand how words really matter and just builds that skill of committing information to memory. Just like learning math helps you with problem solving.

I can memorize anything without understanding it, or wanting to understand it. It means nothing.

I knew a particular poem by heart, but I didn't understand any of it until I was an adult because when I was younger, I didn't like poetry. It meant nothing to me.

This accomplishes nothing.

Math is different where you have building blocks, math knowledge builds on math knowledge.

Memorizing a particular poem doesn't help you understand complex text. It will only be helpful if you have to analyze the text, not just memorize it.

And as many have already said, kids who do this are often required to analyze the passages and say it out loud - both of which reinforces critical thinking skills and public speaking ability. Honestly, seems like some of you are really stretching for any reason to claim there is something wrong with this. It's something that all good private schools incorporate into their classrooms.

[Anonymous]

Anonymous wrote:This would be far too traumatizing for kids today due to high level of anxiety disorders. Neither of those states are beacons for inclusiveness so of course they would require this. I would opt my kid out.

No memorization and no writing assignments. All classes described as advanced. No recognition for outstanding academic work. No consequences for not following rules. No standardized assessments scores needed. Mediocrity is the goal!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

Bingo!!! Memorizing is not learning! Applying knowledge show mastery in learning.

Exactly. Think about the Pledge of Allegiance. Hoe many students can recite it? Of those, how many know what it means?

Um… all of them?

You think? I challenge you to ask a group of first graders what a republic is or what, “one nation…indivisible” means.

Or allegiance?

You do know you can explain the meaning of the Pledge in very simple, easy to understand terms - right?

The pp said “all of them” when asked how many can recite it while also knowing what it means.

Earlier posts equate “memorizing” with “learning”.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Most kids don't memorize all the time, but the idea of memorizing one thing a year whether your speech on your project or a poem or the preamble helps you understand how words really matter and just builds that skill of committing information to memory. Just like learning math helps you with problem solving.

I can memorize anything without understanding it, or wanting to understand it. It means nothing.

I knew a particular poem by heart, but I didn't understand any of it until I was an adult because when I was younger, I didn't like poetry. It meant nothing to me.

This accomplishes nothing.

Math is different where you have building blocks, math knowledge builds on math knowledge.

Memorizing a particular poem doesn't help you understand complex text. It will only be helpful if you have to analyze the text, not just memorize it.

Maybe, some of the kids DO understand. And, things have greater meaning as you grow older. In fifth grade, we memorized Crossing the Bar (Tennyson). The teacher was quite clear on what it meant. And, as I grow older and older the meaning becomes clearer.
We also memorized 'In Flanders Field." We learned what that meant, too. She taught us about WWI and what the poppies symbolized and why people wear poppies on Nov 11 (at least they did in my town which had a huge Veterans Day parade.)
I think Kipling's "If" was another one. Some great lessons in that one.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

Bingo!!! Memorizing is not learning! Applying knowledge show mastery in learning.

Memorizing is quite literally learning. How do you think kids get the knowledge that they are supposed to “show mastery” of?

You could “teach” me how to say a sentence in Korean without telling me what it means. We could go over and over it with me repeating until I had it memorized. I’d be able to recite the sounds but it wouldn’t have any meaning. What good is that? What did I learn?

OMG. You can't be serious. We are OBVIOUSLY talking about memorizing works written in our native language. I can't believe this has to be explained to you.
DP

Whoosh.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This would be far too traumatizing for kids today due to high level of anxiety disorders. Neither of those states are beacons for inclusiveness so of course they would require this. I would opt my kid out.

No memorization and no writing assignments. All classes described as advanced. No recognition for outstanding academic work. No consequences for not following rules. No standardized assessments scores needed. Mediocrity is the goal!

You’re kidding on this one, right? Have you seen how many assessments students have to take? Do you see the threads about just iReady?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

+1. I can’t believe OP thinks memorizing is something worth praising and recommending.

Memorization is part of learning. It is a simple as that. How did you learn your times tables?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

Bingo!!! Memorizing is not learning! Applying knowledge show mastery in learning.

Memorizing is quite literally learning. How do you think kids get the knowledge that they are supposed to “show mastery” of?

You could “teach” me how to say a sentence in Korean without telling me what it means. We could go over and over it with me repeating until I had it memorized. I’d be able to recite the sounds but it wouldn’t have any meaning. What good is that? What did I learn?

OMG. You can't be serious. We are OBVIOUSLY talking about memorizing works written in our native language. I can't believe this has to be explained to you.
DP

Even in English, memorizing doesn’t mean you understand. Let’s simply memorize some of Hamlet: “To be or not to be”. One can memorize this word for word, but if that’s all you do in order to regurgitate words with no understanding, it may as well be a foreign language.

The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover'd country from whose bourn

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

+1. I can’t believe OP thinks memorizing is something worth praising and recommending.

Memorization is part of learning. It is a simple as that. How did you learn your times tables?

Someone a few posts back pointed out that memorizing math facts isn’t the same as memorizing something like poetry.

Still, memorizing 9x7=63 doesn’t mean you understand what 9x7 means.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This would be far too traumatizing for kids today due to high level of anxiety disorders. Neither of those states are beacons for inclusiveness so of course they would require this. I would opt my kid out.

No memorization and no writing assignments. All classes described as advanced. No recognition for outstanding academic work. No consequences for not following rules. No standardized assessments scores needed. Mediocrity is the goal!

You’re kidding on this one, right? Have you seen how many assessments students have to take? Do you see the threads about just iReady?

They don't appear to be used for any particular purpose.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This would be far too traumatizing for kids today due to high level of anxiety disorders. Neither of those states are beacons for inclusiveness so of course they would require this. I would opt my kid out.

No memorization and no writing assignments. All classes described as advanced. No recognition for outstanding academic work. No consequences for not following rules. No standardized assessments scores needed. Mediocrity is the goal!

You’re kidding on this one, right? Have you seen how many assessments students have to take? Do you see the threads about just iReady?

They don't appear to be used for any particular purpose.

You are very uninformed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Memorizing classic words doesn’t mean they understand them. I’d rather my child understand the purpose and meaning without being able to recite word for word.

Bingo!!! Memorizing is not learning! Applying knowledge show mastery in learning.

Memorizing is quite literally learning. How do you think kids get the knowledge that they are supposed to “show mastery” of?

You could “teach” me how to say a sentence in Korean without telling me what it means. We could go over and over it with me repeating until I had it memorized. I’d be able to recite the sounds but it wouldn’t have any meaning. What good is that? What did I learn?

OMG. You can't be serious. We are OBVIOUSLY talking about memorizing works written in our native language. I can't believe this has to be explained to you.
DP

Even in English, memorizing doesn’t mean you understand. Let’s simply memorize some of Hamlet: “To be or not to be”. One can memorize this word for word, but if that’s all you do in order to regurgitate words with no understanding, it may as well be a foreign language.

The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover'd country from whose bourn

Some people apparently memorize Shakespeare without understanding any of it. But most people need to learn at least sort of what is meant when they memorize a poem or other work. Meaning makes the memorization easier. For most people.