Memorization takes lessened role in E. Iowa classrooms

What is the capital of Arkansas?

How many ounces are in a cup?

When did Christopher Columbus sail to America?

These questions traditionally would require a student to look through four textbooks in order to find an answer, making memorization the only practical way to recall the information quickly.

But all three questions can be answered in seconds by typing them into an Internet search engine, such as Google. In one instance, simply typing “When did Christopher” into Google provides the answer instantly, without the need to finish the sentence.

The speed at which information can be accessed with technology has led to a shift in the value of memorization in K-12 education.

While a base level of facts always is necessary, technology allows rote learning to take less of a focus in favor of fostering creativity, said Dona Howe, a literacy coach at Cedar Rapids' Prairie Creek Intermediate School.

“There's a time and a place for it,” Howe said about memorization. “What's important is you get the base content down and then move on to creative thinking.”

Memorization is just one technique among many, and schools want to make sure they do not neglect “21st- century skills,” Mary Ellen Maske, director of primary education curriculum for Cedar Rapids schools, said. These skills, a part of the statewide Iowa Core curriculum, include literacy in areas of employability, finance and technology.

“Our goal is to teach students how to understand, more than memorize,” Maske said. “We want them learning how to be fluent and efficient in today's work force.”

Another matter: “When they take a standardized test and they haven't seen that information before, memorization isn't going to help them.” Maske said. “They need to gain knowledge at a high enough level to apply that knowledge.”

Students use those skills frequently. Wes Carlson, 17 and a senior, said memorization rarely is used in his classes at Washington High School. He frequently uses Google to recall information for classes but also wonders whether he and his classmates are retaining everything they learn.

“It would be better if you could just remember your stuff,” Carlson said. “Otherwise you'll just look something up on Google and then forget it after the test.”

Focus on understanding

With less need to memorize facts, teachers spend more time encouraging critical thinking and understanding subjects. It's not enough for students to know information, they must know why it's important, said Diane Trpkosh, who teaches ninth-grade social studies at Prairie Point Middle School and 9th Grade Academy.

“I pose them with a real world problem they can solve, not just have them memorize knowledge and spit it back to me,” she said.

Trpkosh does expect her students to have a basic understanding of history when they enter her class. She prefers pushing them to learn on their own. Her ninth-grade social studies students are learning about major world religions by researching them, with her assistance,

“Sometimes a teacher should know that there is a quicker way to find information, so I push them to find the information,” she said. “These are the types of students I want to produce.”

Trusting the source

Part of finding information is teaching students to evaluate sources, as many websites are not trustworthy repositories. Many students use the website Wikipedia, which is compiled through community contributions from around the world. Wikipedia can be edited by anyone, and mistakes are not always corrected promptly because of the website's community nature.

Washington High School senior Abra Matthews, 17, said she frequently does most of the research for classes online, with guidelines from her teachers for which sources she can and cannot use.

“They don't really care if we Google it, but none of my teachers let me use Wikipedia,” she said. “I have to completely cite any source I use.”

In some areas, such as math, the advent of new technology hasn't changed what students need to know by heart. While basic facts or concepts can be found online, students must build their math mastery in order to solve complex equations.

No shortcuts exist, Jan Hollis, who coordinates math instruction for Iowa City district schools, said. “You can't be figuring out what nine times seven is every time you do it,” Hollis said. “It's going to hinder your progress, not just now, but when you get to higher math.”

Learning changes

Although memorization still is essential for math learners, Hollis said schools have changed many of their learning techniques, particularly at the younger grades. Math curriculum for elementary students in the Iowa City school district uses games to help students commit basic math concepts to memory.

“Practicing with the games helps them memorize without even realizing what they're doing,” Hollis said. “We try to find more motivational techniques, and I think that's because kids today are more used to being entertained.”

Hollis uses the same method with her older students at City High School to create songs that help them remember the quadratic equation.

With or without a song, students need to be able to know the formula without turning to a computer, she said.

“You just can't get around it,” she said. “Kids need to have number sense.”