Memory Presentation


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How memory can be applied in the classroom

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Memory Presentation

  1. 2. <ul><li>Help your students pay attention by: </li></ul><ul><li>Creating eye-catching displays at the beginning of lessons </li></ul><ul><li>Underlining or highlighting written and spoken words </li></ul><ul><li>Calling students by name </li></ul><ul><li>Creating surprise events </li></ul><ul><li>Asking intriguing questions </li></ul><ul><li>Using a variety of teaching methods </li></ul><ul><li>Changing your voice level and pacing during the lesson </li></ul><ul><li>Use signals and give short, clear direction </li></ul>
  2. 3. <ul><li>Strategies for helping students retain that information: </li></ul><ul><li>Elaborative rehearsal: </li></ul><ul><ul><li>have them connect the information to something they already know and hold in their memory (have them tell themselves a story) </li></ul></ul><ul><li>Maintenance Rehearsal: </li></ul><ul><ul><li>have them repeat the information in their mind </li></ul></ul><ul><li>Chunking: </li></ul><ul><ul><li>have them group individual bits of information (works best with numbers) </li></ul></ul>
  3. 4. <ul><li>Elaboration: </li></ul><ul><ul><li>add meaning to new information by connecting it to already existing knowledge </li></ul></ul><ul><li>Organization: </li></ul><ul><ul><li>better organized material improves learning </li></ul></ul><ul><li>Context: </li></ul><ul><ul><li>aspects of physical and emotional context (places, rooms, moods) influence how we learn </li></ul></ul>***The more completely information is processed, the better our chances are of remembering it***
  4. 5. <ul><li>Teach: </li></ul><ul><li>Planning: </li></ul><ul><ul><li>how much time to give to a task </li></ul></ul><ul><li>Monitoring: </li></ul><ul><ul><li>real time awareness of how they are doing during the task </li></ul></ul><ul><li>Evaluating: </li></ul><ul><ul><li>making judgments about the processes and outcomes of their task </li></ul></ul>
  5. 6. Use the mnemonic device… DEFENDS D = decide on the audience, goals, and position E = estimate main ideas and details F = figure best order of main ideas and details E =express your position in the opening N =note each main idea and supporting points D =drive home the message in the last sentence S =search for errors and correct
  6. 7. ***Things become meaningful when they are assimilated into existing schemas and are associated with other information in long-term memory*** <ul><li>How to make things meaningful to your students: </li></ul><ul><li>Present lessons in vocabulary that makes sense to the student </li></ul><ul><li>Clarify new words through ties with more familiar words and ideas </li></ul><ul><li>Introduce well-organized lessons with clear connections between </li></ul><ul><li>the different elements of the lesson </li></ul><ul><li>Make natural use of old information to help students understand </li></ul><ul><li>new information through examples or analogies </li></ul><ul><li>Visual images along with explanations give students multiple ways to understand and interpret information </li></ul>
  7. 8. <ul><li>Mnemonics (systematic procedures for improving memory): </li></ul><ul><li>Loci method: First imagine a familiar place and every time you have a list to remember, place one of your items onto a ‘peg’ in one of these locations…to remember the item, take an imaginary walk through the location </li></ul><ul><li>Acronym: word formed from the first letter of each word or sentence </li></ul><ul><li>Chain mnemonics: methods that connect the first item to be memorized with the second, and so on </li></ul><ul><li>Have them talk about “what they know and what they don’t know” at the beginning of a lesson </li></ul><ul><li>Have them talk about thinking and keep a thinking journal so they are more self-aware </li></ul>
  8. 9. Woolfolk, A. (2007). Educational Psychology (10 th ed.) Boston: Pearson Education.