Teachers’ responsibility for learning

If teachers made their instructional objectives clear to students at the outset, learning would soar (“There Are Better Ways to Study That Will Last You a Lifetime,” The New York Times, Apr. 20). The trouble is that learning now is an inefficient guessing game.  Will it be on the test?

Not surprisingly, students quickly forget what they’ve crammed.  Meaning is important, but it has little to do with what is remembered down the line.  Ask former college grads what they have retained.

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