Over the years I’ve noticed that students return to school from summer holidays not remembering the things they were taught the previous school session. Many factors have been attributed to this, but the one obvious, and never-stated problem, is that students don’t remember what they are taught. In spite of all the “teaching to the test” that parents and teachers complain about, students still don’t remember the very things they were taught as answers to test questions.
The reason they don’t remember is that they are not taught how to memorize. Why is that? First, there is a cultural disdain for memorization skills. Who needs memory skills today? Not only do we have books where we can look something up, but now we can always just “Google it.” But Google can’t learn a foreign language for you. What about students trying to pass high-stakes exams? Google isn’t made available. And can Google make businesspeople more knowledgeable and competent?
Being able to find information is not the same as knowing it. Access to the Internet is not always available or practical. Students become mentally lazy when they can look stuff up instead of memorizing. Memory needs exercise or it atrophies like a muscle. Memory-contest competitors train for months to become mental athletes, but when they stop training, their memory capability shrivels back to a more ordinary level.
Worse yet is a teacher prejudice against memorization. That is so “old school;” the hip thing in teaching is to focus on critical and creative thinking―those higher levels of thinking so esteemed in Bloom’s Hierarchy of Learning. But memory is crucial for powerful thinking. I agree that the ultimate goal should be to teach people how to think, solve problems, and create. Central to these capabilities, however, is the ability to remember things. A person can’t think in a vacuum. Critical thinking requires knowledge and acquired thinking and problem-solving skills. These things require a powerful memory.
Think about all the time and money we spend trying to learn, whether it’s in school, on the job, or anywhere else. What good is it trying to learn something if you don’t remember it? The only benefit I can think of is that such temporary learning makes it easier to learn something a second time.
The more one knows (remembers), the more intellectual competencies one has to draw upon for thinking, problem solving, and even creativity. Society does not need a workforce of trained seals, but it does need people with knowledge and skills that they can apply appropriately to different situations. U.S. manufacturing company executives are complaining that, since manufacturing technology is so complicated, they have to rely on foreign workers who have better educational backgrounds than do most U.S. student. The same problem exists for recruiters to graduate education programs at U.S. colleges of engineering.
Think back to your own school days. How many teachers explicitly taught you how to remember effectively and efficiently? Your teachers may have used a couple of acrostics and limericks, or warned you not to cram, but chances are that was the extent of your formal education in how to learn. The emphasis in school is always on what to learn. Who teaches how to learn?
The problem is that learning is hard for so many people. They have not learned much about how to learn from parents or teachers, or on their own. When learning is hard it’s not fun, so students avoid learning until it is absolutely necessary. These students miss out on all the fun and rewards of lifelong learning.
Of the many things that influence learning effectiveness, let me summarize a few:
Degree of interest and enjoyment. Too often, people have limited interests, which limit what they learn. It pays to develop interest in many things. The drive to learn is killed by telling yourself that something is uninteresting or boring. School children and young adults do this routinely.
Paying attention and thinking about what you are trying to learn. Thinking involves relating new information to existing knowledge by asking and attempting to answer questions. This is a part of the next item in this list.
Active engagement. This relates to the idea of learning by doing, either mentally or physically. Strive to identify meaning and gain insight. Getting involved with and applying what you are trying to learn is much more effective than passively watching a video or listening to a lecture without taking notes or otherwise engaging with the material. This point applies to lazy reading, too.
Striving for continuous improvement of learning skills and knowledge expansion. Learning-to-learn skills are cumulative and, I think, super-additive. Without continual striving to become a better learner, you will reach an “O.K.” plateau that keeps you from expanding your learning and memory capabilities. You will never know the satisfaction and joy you have missed.
Knowing memorization principles and tricks. There are lots of techniques to help you absorb new information, many of which are not that hard to learn.
Confronting challenging learning material. When you make a conscious decision to learn hard material, you can move out of your O.K. plateau and begin expanding your learning and memory capabilities. Deliberate practice must be difficult in order to gain maximum benefit. It’s like the physical-exercise mantra: “no pain, no gain.”
Knowledge is power, and is accessible to everyone who knows how to get it — which includes mastering basic memorization skills. [Klemm W. R.]
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29 March, 2013
In the Age of Google, What Does Anyone Need Memorization Skills For?
Over the years I’ve noticed that students return to school from summer holidays not remembering the things they were taught the previous school session. Many factors have been attributed to this, but the one obvious, and never-stated problem, is that students don’t remember what they are taught. In spite of all the “teaching to the test” that parents and teachers complain about, students still don’t remember the very things they were taught as answers to test questions.
The reason they don’t remember is that they are not taught how to memorize. Why is that? First, there is a cultural disdain for memorization skills. Who needs memory skills today? Not only do we have books where we can look something up, but now we can always just “Google it.” But Google can’t learn a foreign language for you. What about students trying to pass high-stakes exams? Google isn’t made available. And can Google make businesspeople more knowledgeable and competent?
Being able to find information is not the same as knowing it. Access to the Internet is not always available or practical. Students become mentally lazy when they can look stuff up instead of memorizing. Memory needs exercise or it atrophies like a muscle. Memory-contest competitors train for months to become mental athletes, but when they stop training, their memory capability shrivels back to a more ordinary level.
Worse yet is a teacher prejudice against memorization. That is so “old school;” the hip thing in teaching is to focus on critical and creative thinking―those higher levels of thinking so esteemed in Bloom’s Hierarchy of Learning. But memory is crucial for powerful thinking. I agree that the ultimate goal should be to teach people how to think, solve problems, and create. Central to these capabilities, however, is the ability to remember things. A person can’t think in a vacuum. Critical thinking requires knowledge and acquired thinking and problem-solving skills. These things require a powerful memory.
Think about all the time and money we spend trying to learn, whether it’s in school, on the job, or anywhere else. What good is it trying to learn something if you don’t remember it? The only benefit I can think of is that such temporary learning makes it easier to learn something a second time.
The more one knows (remembers), the more intellectual competencies one has to draw upon for thinking, problem solving, and even creativity. Society does not need a workforce of trained seals, but it does need people with knowledge and skills that they can apply appropriately to different situations. U.S. manufacturing company executives are complaining that, since manufacturing technology is so complicated, they have to rely on foreign workers who have better educational backgrounds than do most U.S. student. The same problem exists for recruiters to graduate education programs at U.S. colleges of engineering.
Think back to your own school days. How many teachers explicitly taught you how to remember effectively and efficiently? Your teachers may have used a couple of acrostics and limericks, or warned you not to cram, but chances are that was the extent of your formal education in how to learn. The emphasis in school is always on what to learn. Who teaches how to learn?
The problem is that learning is hard for so many people. They have not learned much about how to learn from parents or teachers, or on their own. When learning is hard it’s not fun, so students avoid learning until it is absolutely necessary. These students miss out on all the fun and rewards of lifelong learning.
Of the many things that influence learning effectiveness, let me summarize a few:
Degree of interest and enjoyment. Too often, people have limited interests, which limit what they learn. It pays to develop interest in many things. The drive to learn is killed by telling yourself that something is uninteresting or boring. School children and young adults do this routinely.
Paying attention and thinking about what you are trying to learn. Thinking involves relating new information to existing knowledge by asking and attempting to answer questions. This is a part of the next item in this list.
Active engagement. This relates to the idea of learning by doing, either mentally or physically. Strive to identify meaning and gain insight. Getting involved with and applying what you are trying to learn is much more effective than passively watching a video or listening to a lecture without taking notes or otherwise engaging with the material. This point applies to lazy reading, too.
Striving for continuous improvement of learning skills and knowledge expansion. Learning-to-learn skills are cumulative and, I think, super-additive. Without continual striving to become a better learner, you will reach an “O.K.” plateau that keeps you from expanding your learning and memory capabilities. You will never know the satisfaction and joy you have missed.
Knowing memorization principles and tricks. There are lots of techniques to help you absorb new information, many of which are not that hard to learn.
Confronting challenging learning material. When you make a conscious decision to learn hard material, you can move out of your O.K. plateau and begin expanding your learning and memory capabilities. Deliberate practice must be difficult in order to gain maximum benefit. It’s like the physical-exercise mantra: “no pain, no gain.”
Knowledge is power, and is accessible to everyone who knows how to get it — which includes mastering basic memorization skills. [Klemm W. R.]
28 March, 2013
How Basketmouth Bought His Customised Opel Insignia Car
Basketmouth Stand-up comedian, Bright Okpocha also known as Basketmouth, in February, acquired a 2013 Opel Insignia car – reported to be the first on the continent.
In an interview, Basketmouth narrates how he came to be the proud owner of the customized automobile.
“They took me to the office, they brought out the computer and they asked what colour I wanted. I was like, are you guys serious, anything I want you will put in this car? That was how it started, I told them everything I wanted, so they loaded the car as much as they could to my own satisfaction. I didn’t go out of my way to buy a car neither did I fly all the way to Belgium to buy a car, it was just a coincidence that I just bumped into the car.”
Basketmouth also explains his initial fears when he learnt he was the first person to order the car from Africa. “It was also coincidental that I was the only person that ordered it from this region”, he said.
“When they told me, I was scared and asked what’s up with the servicing of the car? They told me that with the kind of engine that I have ordered, I cannot service it for the next three years and I said okay then give it to me because by three years’ time, definitely I go don change motor. It was just a coincidence and please don’t ask me how much the car costs.”
Basketmouth went on to narrate how a visit to Belgium brought him in contact with his latest acquisition.
“I went to visit my friend, Bayo Adegeye, who was my first manager ever. I went to see him and his family in Belgium. His wife is white and the mother is the General Manager of Insignia and all Opel products. When we went to say hi to her, she wasn’t in the office so I went to the shop and I saw this car laying there and I was like, which car is this, and they told me and I said I like it and asked how much it cost. They told me they don’t sell it that way, that you’d have to order it and I said Okay, I want to order it” he added.
21 April, 2012
Bishop David Oyedepo To Face N2billion Lawsuit For Slapping Church Member
Popular pastor and founder of the Living Faith Christian Church International, David Oyedepo, will face a legal action for slapping a young lady during church service, last year.
Robert Igbinedion, a Lagos based lawyer, confirmed to us Friday that he had filed a suit, on behalf of the young lady, at the Ogun State High Court for the enforcement of the lady’s fundamental rights to freedom from inhuman and degrading treatment, human dignity, fair hearing, and freedom from discrimination.
Mr. Igbinedion is seeking an award of N2bn as ‘general and exemplary damages’ against Mr. Oyedepo.
“If a wrong is done to the young lady, she is bound to receive justice for that wrong,” said Mr. Igbinedion, a Solicitor at Salus Populi Chambers.
In the suit, Mr. Igbinedion said that the young lady, while answering an “illegal” alter call, was trying to explain herself when the pastor gave her “a dirty and thunderous slap.”
“The respondent (Mr. Oyedepo) made the alter call for witches to come out, he did not make a similar call for other categories of sinners like illicit drug dealers, contract inflators, fraudsters, adulterers, and fornicators in the church,” read the suit.
Mr. Igbinedion, who represented the victims of the celebrated Pastor Emeka Ezeugo (popularly known as Reverend King) at the Magistrate court, in 2006; stated that cases of violence in the place of worship if not nipped in the bud could escalate into ‘uncountable’ dimensions.
Furthermore, he said the calling out of the young lady (and others) as witches are illegal, unconstitutional, and a breach of Section 34 of the Constitution of Nigeria, African Charter on Human and People’s Right, and United Nations Universal Declaration on Human Right.
The suit asked the court to compel Mr. Oyedepo to issue a self-signed public apology to be published in two national dailies and one international satellite television station.
It also wants the respondent to issue a similar alter call for drug dealers, corrupt government officials, bribe-giving contractors, and other category of sinners who are members of the church.
In December last year, a video of Mr. Oyedepo viciously slapping a teenage girl during church service for saying she is “a witch for Jesus” appeared on popular site You Tube.
Though later removed, the video went viral within days with the pastor, fondly called Papa, receiving a lot of stick from outraged viewers and members of the public.
One viewer described the act as “unbiblical, barbaric, and a disgrace.”
Days later, another video surfaced in which Mr. Oyedepo tried to justify his action saying “it is my ministry to slap” and that the fact that the witch, rather than going to court, apologized showed his superiority.
“People now complain on the Internet that I slapped a witch. If I see another one, I’ll slap,” he said in the video.
D’banj signs with Mecury Records UK
African pop giant and former Mo’hits boss Dapo ‘D’banj’ Oyebanjo has signed withMercury Records, an imprint in the UK under the Mercury Records Group ofUniversal Music UK.
Mercury Records is a record label operating as a standalone company in the UK and as part of the The Island Def Jam Music Group in the US; both are subsidiaries ofUniversal Music Group.
Mercury Records lists D’banj on their official website as one of their acts alongside the likes of UK rock singer-songwriter Elton John, Soft Rock singer Taylor Swift Irish rock group U2, former The Beatles musician Paul McCartney and others.
Although his publicist and management are yet to respond to our E-mails concerning the signing, D’banj seems to have confirmed the news himself as he has updated the bio section profile on his Twitter page.
D’banj has also launched his personal website www.dbanjofficial.com where the Mecury Records logo boldly appears in the bottom right corner.
The new bio reads ‘DB/Good Music/ Mercury/IDJ’ (IDJ meaning Island Def Jam). When asked by a fan on Twitter what ‘IDJ’ means, he responded ‘island Def Jam bro’.
D’banj is however not listed on the G.O.O.D Music/Def Jam official roaster on the label’s website.
D’banj who recently parted ways with his former Mo’Hits label partner Don Jazzy has relocated to the US where he will continue to push his brand and music in the foreign music market.
The entertainer is set to officially release his smash single ‘Oliver’ (which recently made Scott Mills’ Radio 1 ‘Record Of The Week’) in the UK on May 14.
D’banj as announced earlier will also perform at the 2012 Barclaycard Wireless Festival which holds at the Hyde Park, London, on Saturday, July, 7 2012 and at the BBC Hackney Weekend 2012 in London come June 23 and 24.
18 April, 2012
Nigerian Army: Recruitment For Short Service Combatant (SSC) 2012
Applications are invited from eligible Nigerians for commission into the Nigerian Army (NA) as Short Service Combatant (SSC) Commission officers. The SSC offers an excellent opportunity to young Nigerians who intend to have an experience in the Army without necessarily having to spend their entire career life in it. The SSC is open to both civilians and serving military personnel.
ENTRY REQUIREMENT
All applicants must satisfy the following conditions:
- Be a Nigerian as defined in the constitution of the Federal Republic of Nigeria.
- Be a male or female between the ages of 24 and 29.
- Possess at least a first degree of not less than Second Class Lower Division or HND of not less than Lower Credit in the arts, sciences or humanities from any recognized University or Polytechnic as the case may be.
- Measure at least 1.68m (for male) and 1.65m (for female) in height.
- Be medically and physically fit.
- Applicants (less serving members of the Armed Forces) must possess NYSC discharge certificate or a valid exemption as the case may be.
- Possess valid birth certificate endorsed by the National Population Commission, hospital or local government council of birth or valid age declaration.
- Possess a valid certificate of state of origin.
- Must not have been convicted by any competent court of law.
- Be recommended by at least 2 recognizable referees who must attest to the applicant’s character and integrity. Serving military personnel must be recommended by their commanding officers.
CONDITIONS OF SERVICE
SSC will be granted for 10 years. Six years will be on active list renewable thereafter for a period up to 3 years. No extension would be granted after the ninth year of commission except on conversion to regular combatant where applicable.
- Officer cadets who successfully complete the military training shall be granted the rank of Second Lieutenant.
- Conversion to regular commission is not automatic. It is based on availability of vacancy and other criteria that are or will be in force from time to time.
- All graduating officer cadets must sign an acceptance of the terms and conditions governing the Short Service Combatant Commission before they are granted commission into the Nigerian Army.
- The reckonable period of service will be based on the date of commencement of cadet training of both civilian and military personnel entrants.
METHOD OF APPLICATION
The following will apply:
- All applications are to be made online. Application Fee is N2,500.00.
To apply:
(1) Obtain a PIN Code from any branch of Ecobank nationwide upon the payment of N2,500.00. Application Fee to the designated cashier with effect from 12 April 2012.
(2) Log on to www.nigerianarmyms.org
(3) Select Short Service Combatant.
(4) Enter basic details as requested alongside the PIN Code.
(5) Log in to begin filling the forms and upload documents and passport.
- Print Out. Applicants are to complete the form online and upload all required documents stated in the general instructions. Applicants must print out their online generated photo-card on completion of their application. Successful applicants are required to present their printed photo-cards to the selection board during the interview.
CLOSING DATE
Applications closes on 16 May 2012.
FURTHER INFORMATION
For further information, you may call 09-8734009 between 0900hrs and 1700 hrs from Monday to Friday. You may also visit www.nigerian-army.org
For technical support and complaints, call the following support lines 01-7339334, 07026936166, 07092426991 or email: support@nigerianarmyms.org
Army Headquarters
Department of Military Secretary
Mambilla Barracks
Asokoro Abuja
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