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For some of the classes my kids were in, the lessons and homework time were reversed. Learning the material (using the text book and videos) was what they had to do at night and class time was spent working through problems or applying the material in some way.
Guess what this is probably fine. AI helps people do their work on a daily basis and probably makes them memorize less things. That’s how the world is moving. You don’t need to be able to memorize something for an exam to show mastery of a topic. And we shouldn’t organize our society around memorizing things for exams.
Earlier quoted context omitted.
Meetings are still like exams, if you can't craft a line of thinking on the spot it doesn't come off well. You don't need a final answer but you can't just answer "I don't know" otherwise you risk being slimed (shout out to anyone who still remembers "You Can't Do That on Television")
“I don’t know but after this meeting I will find out and get back to you” Is an acceptable answer.
Earlier quoted context omitted.
Memorizing stuff is good for understanding. Of course memorizing without understanding doesn't really help, which is what a lot of student last-minute "cramming" boils down to. But without concrete and memorized knowledge, any abstract reasoning skills become quickly impossible.
Wrong. Memorizing without understanding is pointless. And I'd argue that rote memorization does nothing to guide ones understanding. Because if you actually understand a subject deeply enough you can literally derive almost anything that would need to be memorized on the fly, and if you can't (say constants, or spec information, or anything else) you can simply surgically look it up online (or via an LLM).
GP said exactly the same thing.
I agree with GP’s broader point, which is that you cannot have understanding without a specific set of baseline facts. The student studying only those facts and never achieving the understanding they are meant to support is a tragedy of our education system.
There are people who need to understand microbiology at a specific level and they cannot derive it all on the fly. They can achieve better memorization through understanding but I personally have found rote memorization can be an essential first step in some disciplines.
Earlier quoted context omitted.
I’m talking about university students. I don’t think I third graders are turning into functional adults any time soon.
Okay, but this article isn't about that: > The study followed 27,000 pupils aged 12 to 18
(Third grade is 9-10 years old I believe.)
For some of the classes my kids were in, the lessons and homework time were reversed. Learning the material (using the text book and videos) was what they had to do at night and class time was spent working through problems or applying the material in some way.
Flipped classroom was a popular method when I was teaching math. Some students found it very helpful. The trouble was getting the students to do the reading before class. If students came in unprepared they struggled to keep up.
For some of the classes my kids were in, the lessons and homework time were reversed. Learning the material (using the text book and videos) was what they had to do at night and class time was spent working through problems or applying the material in some way.
Flipped classroom was a popular method when I was teaching math. Some students found it very helpful. The trouble was getting the students to do the reading before class. If students came in unprepared they struggled to keep up.
I do like it though, and I like that college generally leaned that way more (and was better balanced, as it had substantially less time in classrooms, so you could study during the day).
In my professional career, my employers give me a lot more assignments than exams.
Stand-alone bottom-up observations (even if valid) obscure the fundamental problem that AI (or "AI" if you like) is inducing systemic change across human civilization. If cohorts are graduating into the workforce with decreasing stand-alone skills, that implies the economic value-add of labour is shifting to AI, which implies broadly falling standards of living, falling political power, and an ongoing transfer of pow…
Students have been cheating and taking shortcuts on their work long before the current generation of AI tools existed (and probably for as long as graded exams have existed).
Somehow, civilization has managed to survive.
Guess what this is probably fine. AI helps people do their work on a daily basis and probably makes them memorize less things. That’s how the world is moving. You don’t need to be able to memorize something for an exam to show mastery of a topic. And we shouldn’t organize our society around memorizing things for exams.
Yes, you do need to memorize and know things about the subject in order to be a master of it. What is the definition of "mastery" that you are using? What are the Things being memorized?