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“Be Your Specialist” Topic ( Mugging and Vomiting it out…Is it Learning??)Series – 9 – Part – A

It’s very common and natural for parents to proudly display their child’s learnings, achievements, and creations.That’s an incredibly important point, and it’s a common challenge for parents! In academic environments, scores resulting from mugging up (also known as rote memorization) can look exactly the same as scores resulting from true learning (conceptual understanding).

The fundamental difference Between Mugging Up and True Learning

lies in depth and application.

FeatureMugging Up / Rote MemorizationTrue Learning / Conceptual Understanding
GoalShort-term recall to pass a test or exam.Long-term retention and mastery of a concept.
MethodRepetition (reading and reciting facts, formulas, or definitions verbatim).Connection (linking new ideas to existing knowledge and real-world examples).
DurationInformation is stored in short-term memory and is often forgotten soon after the test (it fades quickly).Information is stored in long-term memory and can be recalled and used for years.

So, How to find out if a Concept has been learnt? Example ( USING NUMBERS ):

 A child can recognize a given number say 7 and also its place value after 6 and before 8. But the moment the child is asked to give 7 objects he is unable to show the correct number value. Here is how you can Check:

1. Test for Application (The Transfer of learning)

If Memorization (it Fails )If Conceptual Learning (it’s a Success )
Recitation: Can correctly recite numbers up to 10.Action: Can count out seven blocks, seven grapes, or seven steps.
Recognition: Can point to the numeral “7” on a page.Creation: Can draw seven circles or build a stack of seven items.
Ordering: Knows that 7 comes after 6 and before 8.Comparison: Can look at a group of 7 and a group of 5 and correctly say which one has “more.”

 Actionable Test: Ask the child to use the concept in a practical setting.

  • “We need seven plates for dinner. Can you put them on the table?”
  • “I need 5 bundles with seven pieces of Beans ( keep number cards if not so apt at it with seven beans here, show where to keep. Please count them out for me.” If still confused give a demo for the 1st bundle.

2. Test for Flexibility (The Problem-Solving Test)

A learned concept is flexible and can be used to solve related problems, not just the exact problem practiced.

  • Rote Memorization Sign: The child only knows that 3+4=7 because it was on the practice sheet, but they don’t grasp the underlying concept of addition.
  • True Learning Sign: The child can easily see that 2+5=7 or  5+2=7
  • that 7−2=5.

Critical Aspect: They need to understand: That both ways it is the same, use objects placed in 2 rows ( In the 1st Row place 2 sticks , 2nd Row place 5 sticks.

Placement is important. It should be directly under the sticks placed above. So, in this case 2 sticks will be under the top 2 and rest of 3 would be placed in open( i.e there will be nothing above them ).

  • 1st Row has 2  (  I  I )            
  • 2nd Row has 5 (  I  I  I  I  I  ) 

Make the child count and emphasize on the meaning of the symbols Example: Addition means: * ( getting more or ( Zayada – Aur daloo – Add  ) similarly, Minus means: ( getting less or kam –  hata do- Remove – Minus ). Also, you can teach the concept of more and less at the same time from the way sticks have been placed :

For Addition / plus / More Concept: 1st Row has 2  (I  I – Empty space – Less ) 2nd Row has 5 (I  I  I  I  I    –  Filled with sticks – More ) Show the vacant space in the 1st Row and filled space in the 2nd.

  • Use Same methodology for Minus ( Less ) concept also.

 Minus Concept : Put 7 sticks in a Row, tell the child to remove 2 sticks ( or any other object ) Actionable Test: Test the concept in reverse too and in different context

  • “Here are seven Biscuits. If you eat two, how many will be left?” (Testing subtraction/decomposition of the number).   MINUS / TAKE AWAY / LESS
  • “If I have three red crayons and three blue crayons, how many more do I need to get to seven?”(Testing missing addend/problem-solving).   PLUS / ADD MORE / INCREASE

3. Test for Explanation (The “Why” Test) Can the child clearly articulate the concept in simple terms, proving they understand the “why” and “how”?

  • Rote Memorization Sign: The child says, “I don’t know, my teacher just said that 2+5=7 looks like this .”
  • True Learning Sign: The child can explain the concept using tangible reference points. “2+5=7 because when we count on the finger after 2 things till the house of 5  ( it is 3/4/5/6/7 and stop )
  • On the number line 1  2  3  4   5   6   7  8  9 10 ( count 5 numbers more after 2 ) 1   2   3  4   5 and stop, (so, after 2 we have added 5 more and it is 7) 3=1 number / 4=2 numbers / 5=3 numbers / 6=4 numbers / 7=5 numbers.

Actionable Test: Use( Teach it to me – Reverse teaching ).

  • “Pretend that the child is the teacher and you are the child. Can you teach me ?”

By moving the assessment from passive recall (identifying the numeral) to active construction and application ( counting out the objects / adding numbers ), you ensure the child has built a robust, transferable concept in their mind.

Thought-provoking Aspect:

  • Before teaching the child, first apply it on yourself.
  • Use simple examples that the child can relate to.
  • Introduce concepts using familiar things of daily life.
  • Explain the concept of Less and More using child’s favorite things.
  • Start one concept at a time.
  • While teaching a concept using similar objects is beneficial. ( same color, same object, same size, same design, same material ) as the chances of guess work and distraction is minimal.
  • Initially, try not to use sign names( symbols ) instead use synonyms as explained above* and then slowly introduce, simultaneously, the symbol  / its names.  

Language concept too can be simplified which I will introduce in: “Be Your Specialist” Topic ( Mugging and Vomiting it out…Is it Learning??)Series – 9 – Part – B

Treat Them Normal But... Put Special Efforts