May 15, 2025

Six Common Perceptions About Learning Worth Challenging

Education is filled with informal knowledge, practices passed from generation to generation, and long-standing traditions. Some of what these sources have to offer is solid and worth heeding. Unfortunately, history and traditions also include much that does not stand up to serious study and practical experience.

We must be alert to what works and can be relied on and what does not measure up. We need to examine the advice we are given, and test traditions passed along to us. We do well to verify the worthiness of what we hear in the context of our work with students. Here are six common assumptions and frequent practices that are worth our reflection and are likely candidates for revision.

Perception #1: Compliant students are the best learners. Students who sit quietly, listen, and follow instructions can feel easy to teach. Yet, they may not be learning the most in our class. Learning that is deep and retained requires engagement, examination, and reflection. Often, the student who is asking questions, jumping ahead of our instructions, and even veering off-topic may be learning as much as—or more than—a student who seems to be diligently following along. They may test our patience and frustrate our plans, sure, but these students may also be making mental connections with what they already know, asking questions to explore implications, and discovering new insights that give them ownership for what they are learning and deepen their understanding.

Perception #2: Memorization is effective learning. Memorization can give students efficient access to static facts, sequences, and processes, but overreliance on memorization can distract from deep understanding. Memorization can sacrifice flexibility and reduce critical thinking when circumstances change and adjustments and innovation are required. Memorization can build “muscle memory,” but it can also narrow options considered and result in assumptions that do not match current reality. Certainly, there is a role for memorization to facilitate efficiency in stable, predictable circumstances, but we need to guard against having students rely on memorization when judgment is what is needed.

Perception #3: Fast learning is good learning. Students who seem to be able to learn quickly are typically viewed as good learners. We may even call them “fast learners” as a complimentary description. However, students for whom learning comes easily also frequently discover that they forget just as quickly. These students may have good short-term memories, but learning that lasts must be stored in long-term memory. The conversion from short- to long-term memory requires sifting and sorting information, and it is often accompanied by reflection, even struggle. The effort and emotion associated with sense making, connecting, and organizing information for storage in long-term memory enables learners to access learning for a longer time. In fact, students who struggle and may take longer to learn sometimes have advantages in learning retention over students for whom learning is easy and fast.

Perception #4: More time equals more learning. We may think that by expanding the length of our lessons, assigning more homework, and requiring more time spent completing assigned tasks and projects, we will increase the amount our students learn. Yet, learning is not driven primarily by how much time is spent on a task or topic; rather, learning is driven far more by quality engagement, clear purpose and utility, and confidence in ultimate success. Instead of asking how much time and effort a lesson requires, we do better to consider how to help students see purpose and utility in what we ask them to learn, find ways to tap natural interest and curiosity, and build key skills to make learning more efficient, meaningful, and satisfying.

Perception #5: Testing is a good way to increase learning recall. It may seem logical that having students study for tests will reinforce their learning and increase their recall of past learning. However, when tests are designed primarily to evaluate student recall, once the test is over, their brains typically let go of what has been learned. The purpose of learning has been served, so retention is no longer a priority. On the other hand, when assessments are designed to have students organize and make sense of what they have learned and demonstrate their competence through presentations, demonstrations, and other performance activities, their learning continues to grow, and their recall is typically greater and lasts longer.

Perception #6: Grades drive learning. Grades should reflect learning, not be the reason for it. Gaining knowledge, building skills, acquiring insight, and creating competence are far more important reasons for learning. Overemphasis on grades can distract from authentic engagement and undermine the benefits of developing learning-related skills. Focusing on grades risks confusing ends with means. If students believe grades are what matters most, it is understandable that they might look for shortcuts that do not require effort and that they may be tempted to copy the work of peers.

Perceptions and assumptions, if valid, can increase efficiency and shorten the path to desired outcomes. However, when they are not based in good practice and effective instruction, they can become distractions and impediments to achieving the success we want for our students. This discussion is a place to start. Are there other assumptions and practices you need to examine?