Principles of Teaching and Learning

There are very few writings which clearly states the Principles of Teaching and Learning. In this context write-up by John Denker is very clear and simple to understand.

Here I request readers to read the entire article by John Denker.

Learnings after reading Principles of Teaching and Learning by John Denker is listed below (please note select portions are reproduced here as is from the article):

On how to build memory

If you want to improve your memory, it is far from sufficient to think “harder” about something at the time it must be recalled. Instead, one must make the effort to form useful memories at the time the memory is laid down, days or months or years before it is needed. It takes time and effort to lay down such memories. As mentioned in item 6, thinking about the connections (aka associations) between ideas is important. More than 100 years ago, in reference 1, William James wrote this about each remembered idea:

Each of the associates is a hook to which it hangs, a means to fish it up when sunk below the surface. Together they form a network of attachments by which it is woven into the entire tissue of our thought. The ‘secret of a good memory’ is thus the secret of forming diverse and multiple associations with every fact we care to retain.

Benefits of a well constructed memory

To say the same thing another way: A rote memory can be recalled in one way, so technically it counts as a memory, but it is not a very useful memory. In contrast, a well-constructed memory can be recalled in 100 different ways, which makes it 100 times more useful.

Basic tenet on Teaching

Meanwhile, there is a less-obvious and far more interesting reason: Don’t teach as you were taught. Students will make mistakes you never dreamed of making yourself, and you have to be prepared for that. Don’t even teach the way you wish you were taught. The students are coming from a different place, and they will need things you didn’t ever need yourself. Give them what they need, not what you would have needed.

On Multi step problem

Assign the student a more challenging multi-step problem, so that checking the work at each step along the way has value to student – direct, immediate, and perceptible value.

How to deal with misconception

Misconceptions do not exist in a vacuum; they are supported by their own evidence. If you simply contradict a misconception, it will grow back, sooner or later, probably sooner. Furthermore, often an imperfect notion contains a germ of truth, so if you flatly contradict the whole notion you’re not even correct.

I’m not so much worried about the misconceptions that the students bring to class as the misconceptions that the teacher and the textbook author bring to class. These are called didactogenic misconceptions, as discussed in section 3.2. They can cause tremendous difficulties for the students in later courses, and in later life.

On how to replace a bad idea

It must be emphasized that it is pointless (or worse) to contradict the old idea before the new idea has been presented. It is not helpful to push students away from a bad idea unless/until they have a good idea to latch onto.

The same principle applies to everyone you deal with, not just students. It applies at every age, from infancy on up. For example, if a young child is banging a Wedgwood teacup against the tile floor, it is better to give the kid something else to play with, rather than simply taking the teacup away. A small plastic bottle with a few dried beans inside makes a much better toy, from everyone’s point of view.

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