Rote memorisation in education: meaning, benefits & examples

In this guide

• What is rote memorisation?
• Rote memorisation benefits
• Rote memorisation drawbacks
• Rote memorisation examples for the classroom
  • Copying Text
  • Maths
  • Spelling
  • Reading
  • Vocabulary
  • Dates
  • Flashcards
• Rote memorisation vs meaningful learning

As a teacher, you’ll often find yourself working with content that you want your students to know by heart. Read on to find out if rote memorisation is a strategy that could work in your classroom, or one that you may have even been using all along!

What is rote memorisation?

Rote memorisation is a traditional learning technique that has been used for centuries. This teaching strategy involves having students repeat, or rehearse, content over and over again. When information is repeated, it is stored in the part of the brain responsible for short-term memory, allowing for quick recall.

It’s both loved by teachers and hated by students – so what are the benefits and drawbacks? 

Rote memorisation benefits

Using rote memorisation to have your students learn content ensures that they will be able to retain lists, quickly recall facts and figures, and remember important formulas and vocabulary words. 

This type of memorisation is practical for content that’s steeped in a particular order or sequence (think singing your ABC’s), or for memorising everyday vocabulary and other facets of language learning. I remember in secondary school Spanish we began every class with copying down a verb conjugation chart – I must have done it a hundred times, and I promise you I will never forget how to conjugate an “ar” verb.

Rote memorisation is also suitable for memorising names, dates, and other stand alone facts. It is thought that by practising memorisation, this type of learning can strengthen the ability to retain information by increasing neuroplasticity in the brain. 

Rote memorisation drawbacks

Rote memorisation however is only useful in very particular instances, and does not guarantee long-term retention. Consider the cycle of cramming for an exam; students repeat facts and figures over and over so they can regurgitate that information on the test, only to quickly forget it afterwards.

While students may remember specifics, rote memorisation only provides a superficial understanding of the content at hand. Students may struggle to make connections or to understand the bigger picture. Just because a student has a formula memorised doesn’t mean they will automatically be able to successfully use it.

Another, more obvious drawback? Memorising things can be super boring! It’s generally not engaging or interesting, giving ample space for minds to wander. In addition, repetitive memorisation exercises do not encourage higher order thinking or creative engagement, setting the stage for a very dull lesson.

Rote memorisation examples for the classroom

You may have already employed rote memorisation techniques in your classroom without knowing it – and you’ve definitely practised it yourself at some point. Here are some examples of common assignments involving rote memorisation:

1) Copying text

This one’s fairly straight forward. As Keep demonstrated in the above video using Chinese characters, some assignments can include copying a piece of text or a character over and over. This works well when you’re trying to instil muscle memory – for example, with younger students who are first learning how to form the letters of the alphabet. 

2) Maths

Maths may be all about solving for the answer, but it certainly helps when you have the basics down pat. You may remember copying down or verbally reciting multiplication tables until you knew them backwards and forwards – that’s rote memorisation!

Another example is memorising a mathematical formula. You wouldn’t be able to solve an equation without first knowing the formula to apply – so this is something students will have to memorise. 

3) Spelling

According to Louisa Moats, Ed.D, 84% of English words have predictable spelling. This means that they’re easy to guess at if you know the general rules and patterns of the English language. So, once the patterns are familiar and the rules are memorised, students will have an easier time predicting the spelling of a new word. 

4) Reading

Ever heard of sight reading? Sight words are words that students can recognise immediately, without having to sound them out. This is particularly helpful for words with trickier spellings, and ultimately contributes to becoming a faster, more fluent reader. 

5) Vocabulary

If you want to learn a language, you’re going to have to start from square one. That’s going to include memorising the sound and sight of new vocabulary words. While forging connections between words and concepts will be helpful for long-term memorisation, learning the word itself is the first step. 

6) Dates

While there are some tips and tricks for remembering important dates out there (i.e. Columbus sailed the ocean blue in 1492), not all historic dates are set up for a catchy rhyme. In this case, you’re just going to have to rely on rote memorisation. 

7) Flashcards

Flashcards are a popular study method for all year levels. Using them resembles a memory game that most of us played as kids – flipping a card and trying to remember what was on the back. This game wasn’t just a way to pass the time – we were strengthening our memories by training our brains!

Rote memorisation vs meaningful learning

Now that we’ve covered rote memorisation, you may be asking yourself how this is different from other types of learning. Although memorising has its place, we should always ultimately strive to achieve meaningful learning among our students.

The American Psychological Association defines meaningful learning as “learning new material or information by relating it to the learner’s experience or existing knowledge base, as contrasted with the rote learning of material that has less relevance”. 

Meaningful learning is active learning that is both constructive and long-lasting. By relating new information to a student’s prior knowledge, connections are forged that allow for a deeper understanding of how concepts and pieces connect to one another. This type of learning is much better for long-term memorisation and recollection.

References & further reading

1. Hilgard, E. R., Irvine, R. P., & Whipple, J. E. (1953). Rote memorization, understanding, and transfer: an extension of Katona’s card-trick experiments. Journal of Experimental Psychology, 46(4), 288–292. https://doi.org/10.1037/h0062072 
2. King, David J., Russell, Gordon W. A comparison of rote and meaningful learning of connected meaningful material, Journal of Verbal Learning and Verbal Behavior, Volume 5, Issue 5, 1966, Pages 478-483, ISSN 0022-5371, https://www.sciencedirect.com/science/article/pii/S0022537166800646
3. Iqbal, Javed, and Amina Ahmad. 2015. “EFFECT OF EXTENSIVE ROTE LEARNING EXPERIENCE ON SUBSEQUENT ACADEMIC ACHIEVEMENT: Rote Learning Experience”. Pakistan Armed Forces Medical Journal 65 (4):510-14. https://pafmj.org/PAFMJ/article/view/998. 
4. Klemm, William R. “What Good Is Learning If You Don’t Remember It?” The Journal of Effective Teaching, Vol. 7, No. 1, 2007 61-73. 2017. Accessed via U.S. Department of Education, 2024. https://files.eric.ed.gov/fulltext/EJ1055665.pdf 
5. Mayer, Richard E. THEORY INTO PRACTICE, Volume 41, Number 4, Autumn 2002. Copyright © 2002 College of Education, The Ohio State University. https://web.mit.edu/jrankin/www/teach_transfer/rote_v_meaning.pdf 
6. Roche, R.A., Mullally, S.L., McNulty, J.P. et al. Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain. BMC Neurosci 10, 136 (2009). https://doi.org/10.1186/1471-2202-10-136 
7. Torlaklı, Berna. “Vocabulary Teaching: From Rote Learning to Meaningful Learning.” Energizing Teacher Research (2019): 171. academia.edu 
8. Yang, Weidong. Rote Memorization of Vocabulary and Vocabulary Development. English Language Teaching, Vol. 4, No. 4; December 2011. https://files.eric.ed.gov/fulltext/EJ1081019.pdf