Archives for Knowledge
The way to learn effectively is to keep testing yourself. Most students "feel more confident about the material" after rereading, but this is a dangerous illusion! The material seems easily recognizable, but that doesn't mean they understand it or will be able to recall it and use it on test day. Familiarity is not the same as knowing.
Kids tend to under-prepare for tests and be overly optimistic about the quality of their writing, and parents may suspect laziness or lack of motivation. However, much of the problem can be the student's fuzzy sense of what "knowing the material" means or what "a good essay" is. The ability to "know what you know" is called metacognition, and it's one of the big developmental tasks for maturing students. The younger the student, the less perspective they have on their own knowledge. Here are some ways adults can help young learners develop their logic and make sense of the world around them:
In my last post, I wrote about a student who couldn't tell whether or not he "knew" the material for a history exam. At least my student was knowledgeable enough to have doubts about his knowledge. Ironically, the truly clueless often don't wonder; they tend to be quite secure that they've got it knocked! Psychologists call this the Dunning-Kruger Effect, in which ignorant people often have great confidence in their "knowledge," whereas better-informed people tend to doubt themselves.
One day, I was reviewing with a high school student for a final exam in history. It was rough going; the material was detailed and complex, and this young man's grasp of the facts and the concepts was poor. We plowed on for two solid hours, and then he turned to me and floored me with this question: OK, so, do you think I know this stuff?
As I go on my tutoring rounds, I wind up reteaching and clarifying the same material over and over. Certain topics and concepts are just plain hard for students to wrap their heads around. Many kids in grades 6-10 are currently covering Pythagorean Theorem or other geometry topics, and many are struggling (as usual!) with the word problems. If you are a parent, thinking Yipes ! I don't remember Pythagorean Theorem, the good news is that most students find the actual formula pretty do-able. But, they need help in reading the problem and drawing the diagram. Here's a sample problem from one textbook:
Because the holiday season brings family members of all ages together, it's a great opportunity for people to share knowledge. Adults often don't realize how important it is for kids to learn factual information, but information is the fuel the brain runs on!
Perhaps the biggest challenge in learning science and history is that young people find so many of the words and concepts unfamiliar. Kids find these subjects boring because it's no fun to study something you don't understand and therefore can't relate to.
God, grant me the serenity to accept the things I cannot change, The courage to change the things I can, And the wisdom to know the difference. -The Serenity Prayer I like Victorian-era cemeteries, and whenever I visit one the Serenity Prayer enters my mind. In those days there was no cure for tuberculosis, which was romantically called "consumption" and which along with other infectious diseases filled the churchyards and necessitated the creation of vast new burying grounds. Victorian cemeteries were intended as parks where families could picnic and visit their departed loved ones on Sunday afternoons.
Our memories can seem so vivid and realistic, it’s hard to believe they’re not literally true! But memory doesn’t work like a video camera. For one thing, due to our limited powers of attention (see Day One) we never get the whole story to begin with. Then, every time we recall an event our minds edit and interpret and embellish, like a fish story. And we do an especially inaccurate job on emotionally loaded events; we freight those memories with so much emotional baggage that they become personal fairy tales more than actual recollections.
Think in the morning. Act in the noon. Eat in the evening. Sleep in the night. -William Blake When I get home from work, which can be as late as 10PM, I am soooo done! I don’t want to do anything besides kick off my shoes, fling my coat over a chair and grab something good to read (my way of relaxing) until bedtime. I’ve spent most of my life beating myself up over my evening slacker ways, until learning that, in fact, I’m not unusually lazy. Willpower naturally fades as the day wears on.