Rote learning adds up to success, says CIS report

Rote learning and explicit instruction are the key to children mastering the basics of reading and mathematics, a new report reveals.

Ipswich Grammar School headmaster Richard Morrison with Year 2 students, from left, Vihaan Sirohi, Milo Townend and Harry Wolff. Picture: Lyndon Mechielsen

Rote learning and explicit instruction are the key to children mastering the basics of reading and mathematics, a new report reveals.

The Centre for Independent Studies has criticised universities for failing to train student teachers in the most effective ways to help children learn. “Myths must be busted to help build all teachers’ understanding of the science of learning,’’ the CIS report states.

“Initial teacher education rarely equips early career teachers with knowledge of the science of learning. Schools must invest significantly to rectify poor initial training.’’

The CIS report, published on Thursday, says many young teachers are relying on Facebook groups or podcasts to learn the best ways to teach – including old-school rote learning of times ­tables and phonics-based reading ­instruction. It calls on all schools to use “explicit instruction’’ rather than let students learn at their own pace about subjects of interest.

Lessons must be carefully ordered so that students learn new information and concepts in sequence, the CIS study says.

Teachers must explain new information in small steps, show students how a task is done, and give them a chance to practise after each step. The CIS champions teachers “asking questions and checking for all students’ understanding of what has been taught before gradual release of students for independent work, (with) regular review of previous content to ensure retention.’’

It criticises the “progressive education’’ philosophy as based on “myths’’ that are contradicted by the latest evidence. “Such beliefs include that students learn best when they direct their learning and it aligns with their interest, rote learning is harmful, learning should be based on projects or experiences, and that doing this will result in critical and creative thinkers,’’ it states.

The CIS says the “learning inquiry’’ method of teaching is “particularly detrimental’’ to children from poor families, or with learning difficulties.

“Disadvantaged students need access to teacher explicit instruction to retain parity with more advantaged peers. Students with limited knowledge cannot make the same progress and thus … (and) fall behind their peers.’’

Ipswich Grammar School has embraced explicit instruction to ensure all students master the fundamentals of reading and writing.

The back-to-basics teaching method has lifted the school’s ranking in combined National Assessment Program, Literacy and Numeracy results for years 3 and 5 from 128th in Queensland in 2016 to third in the state last year.

Headmaster Richard Morrison said explicit instruction has been a “game changer’’ for his school. “We make no apologies about trying to get the basics right,’’ he said.