Techniques for classroom instruction to help students retain course knowledge Can we improve memory?
(Samuel Johnson) <ul><li>Begin a lesson by asking a question that stimulates interest in the topic! </li></ul><ul><li>Move...
( Aristotle ) <ul><li>Games – build practice and repetition into games! </li></ul><ul><li>Have students quiz each other. <...
(Proverb) <ul><li>Help students  make connections  between what they know and new information. </li></ul><ul><li>Use outli...
Gail Godwin <ul><li>Good preparation include  well organized  material. </li></ul><ul><li>Place concepts in a  structure  ...
Plato <ul><li>Make lessons meaningful . </li></ul><ul><li>Use vocabulary students can relate to and tie new words to famil...
Use  mnemonics  to promote learning. <ul><li>Peg-type  mnemonics is a system of associating  items with cue words . </li><...
Bibliography <ul><li>Woolfolk, Anita (2007).  Educational Psychology.  Boston, MA:  Allyn and Bacon, Pearson Education, In...
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Memory Pp Chapter 7

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Transcript of "Memory Pp Chapter 7"

  1. 1. Techniques for classroom instruction to help students retain course knowledge Can we improve memory?
  2. 2. (Samuel Johnson) <ul><li>Begin a lesson by asking a question that stimulates interest in the topic! </li></ul><ul><li>Move around the room, ask questions, use your voice – no monotone, please! </li></ul><ul><li>Use students names, walk close to them, stay in their line of vision. </li></ul><ul><li>Develop a signal to have them focus on you. Practice the signal, no excuses to ignore. </li></ul>The true art of memory is the art of attention.
  3. 3. ( Aristotle ) <ul><li>Games – build practice and repetition into games! </li></ul><ul><li>Have students quiz each other. </li></ul><ul><li>Begin class with quick homework review. </li></ul><ul><li>Give short test, frequently. </li></ul>What we have to learn to do, we learn by doing.
  4. 4. (Proverb) <ul><li>Help students make connections between what they know and new information. </li></ul><ul><li>Use outline or diagram to fit new information into developing framework. </li></ul><ul><li>Help students elaborate ( add meaning to new information ) by using own words to translate new information, creating examples, explain to a peer, draw or act out relationship to existing knowledge. </li></ul>Out of sight, out of mind.
  5. 5. Gail Godwin <ul><li>Good preparation include well organized material. </li></ul><ul><li>Place concepts in a structure that will allow for later recall. </li></ul><ul><li>Lesson purpose should be CLEAR . </li></ul><ul><li>Use an outline and give a brief one to students. </li></ul><ul><li>Use summaries in the middle and end of lesson. </li></ul>Good teaching is one-fourth preparation and three-fourths pure theatre.
  6. 6. Plato <ul><li>Make lessons meaningful . </li></ul><ul><li>Use vocabulary students can relate to and tie new words to familiar words and ideas. </li></ul><ul><li>Make clear connections between elements of the lesson. </li></ul><ul><li>Make use of “old” information by using analogies and examples. </li></ul>If particulars are to have meaning, there must be universals.
  7. 7. Use mnemonics to promote learning. <ul><li>Peg-type mnemonics is a system of associating items with cue words . </li></ul><ul><li>Acronym is a technique for remembering names, phrases, or steps by using the first letter of each word to form a new, memorable word . </li></ul><ul><li>Loci method associates items with specific places . </li></ul><ul><li>Chain mnemonics associates one element in a series with the next element . </li></ul><ul><li>Keyword method associates new words or concepts with similar-sounding cue words and images. </li></ul>Mnemonics are systematic procedures for improving memory.
  8. 8. Bibliography <ul><li>Woolfolk, Anita (2007). Educational Psychology. Boston, MA: Allyn and Bacon, Pearson Education, Inc. </li></ul>

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