A Parent's Guide to Scholarship Tests by Rebecca Leech

By Rebecca Leech

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Extra resources for A Parent's Guide to Scholarship Tests

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45 Chapter 3 D  eveloping skills and abilities This chapter provides a whole range of advice that may be helpful as you assist your child to prepare for a scholarship test. Each child will develop at a different rate, have a different learning style, and have an individual set of interests and abilities—just as each parent will. As mentioned in the Introduction, many parents feel they need strong advice and clear instructions on how to help their child prepare. This section of the book in particular takes a direct tone, rather than couching statements in qualifications and disclaimers.

Higher-order thinking goes beyond rote learning: it assumes that memorising something is not the same as thinking about it. Children can be taught to memorise things—facts, formulae, quotes from a book—without understanding them. Rote learning requires a student to memorise and parrot back facts and fig- ures. It’s the skill of a robot programmed to perform a routine function, but unable to use the information to think for itself. Higher-order thinking requires more cognitive processing, and is more difficult to learn and to teach than rote learning, but it also has a much wider application.

As mentioned in the Introduction, many parents feel they need strong advice and clear instructions on how to help their child prepare. This section of the book in particular takes a direct tone, rather than couching statements in qualifications and disclaimers. For simplicity’s sake, it is more likely to say, ‘Read to your child’ than to say, ‘There is some evidence that reading to your child may have a positive effect on your child’s literacy levels, although this is the subject of some debate in the academic community’.

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