A Quote by Sal Khan

Sometimes I think people confuse rote learning with traditional conceptual instruction. — © Sal Khan
Sometimes I think people confuse rote learning with traditional conceptual instruction.
A good traditional conceptual instruction is what I got from my better professors at MIT. They would be at a chalkboard, and they would literally be explaining something and working through a problem, but it wasn't rote. They were explaining the underlying theory and processes and intuition behind it.
We do learn a thing or two from art. It may not be the one-to-one instruction of a moral lesson or the rote learning of a grammatical rule or mathematical concept. But the habits of mind art cultivates are important.
In most schools, we measure children on what they know. By and large, they have to memorize the content of whatever test is coming up. Because measuring the results of rote learning is easy, rote prevails. What kids know is just not important in comparison with whether they can think.
Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
I think there's too much emphasis placed on learning things by rote that you don't really care about. So what happens to students in school is that they eventually lose interest in learning, because they've been forced to learn the required courses, rather than pursing their passion.
My father was a schoolteacher, and so I had the advantage of both western educational instruction in the school, as well as what you might call the process of imbibing the traditional processes of education instruction around me.
Rote learning is a killer for most of us and for some people, it really excludes them.
I think there's so much negative influence on children in school settings. It becomes learning by rote to pass a test. It's not contextualized.
You think me foolish to call instruction a torment, but if you had been as much used as myself to hear poor little children first learning their letters and then learning to spell, if you had ever seen how stupid they can be for a whole morning together, and how tired my poor mother is at the end of it, as I am in the habit of seeing almost every day of my life at home, you would allow that to torment and to instruct might sometimes be used as synonymous words.
Many think of memory as rote learning, a linear stuffing of the brain with facts, where understanding is irrelevant. When you teach it properly, with imagination and association, understanding becomes a part of it.
Traditional conceptual art is very dry.
It would be obvious for me to do conceptual art, and I think I've done it already with smashing bass guitars and whatever - I consider that as conceptual.
Sometimes people confuse contrivance and authenticity, and sometimes I think authenticity can get in the way of a good excuse to do something theatrical. I just don't like wasting opportunity - if you're going to do a photo session, if you're going to walk on stage, why not make it interesting?
Great art - or good art - is when you look at it, experience it and it stays in your mind. I don't think conceptual art and traditional art are all that different.
Sometimes people confuse that polite players aren't competitive.
Technology sometimes encourages people to confuse busyness with effectiveness.
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