Teaching and Memory in the Classroom By Christian Miller EDCI 500

Types of memory Sensory memory - holds sensory information briefly Working memory – what you are focusing on at the moment Long-term memory – permanent storage of knowledge (Woolfolk, 2007, p. 250, 253, 257)

Sensory memory - holds sensory information briefly

Working memory – what you are focusing on at the moment

Long-term memory – permanent storage of knowledge

(Woolfolk, 2007, p. 250, 253, 257)

Sensory memory The initial processing of environmental stimuli so we can make sense of them Capacity is very large Duration is short (1-3 sec.) Content resembles original stimulus (Woolfolk, 2007, p. 250)

The initial processing of environmental stimuli so we can make sense of them

Capacity is very large

Duration is short (1-3 sec.)

Content resembles original stimulus

(Woolfolk, 2007, p. 250)

Working memory The interface where new information is held temporarily and combined with knowledge to solve problems or comprehend Capacity is limited to 5-9 items at once (Miller,1956) Duration is short (5-20 sec.) Content composed of: Central Executive Phonological loop Visuospatial sketchpad (Woolfolk, 2007, p. 254)

The interface where new information is held temporarily and combined with knowledge to solve problems or comprehend

Capacity is limited to 5-9 items at once (Miller,1956)

Duration is short (5-20 sec.)

Content composed of:

Central Executive

Phonological loop

Visuospatial sketchpad

(Woolfolk, 2007, p. 254)

Long-term memory Permanently holds information that is well learned Capacity seems unlimited Duration is practically unlimited Content includes: Declarative knowledge - “knowing that” Procedural knowledge – “knowing how” Conditional knowledge – “knowing when and why” (Woolfolk, 2007, p. 257)

Permanently holds information that is well learned

Capacity seems unlimited

Duration is practically unlimited

Content includes:

Declarative knowledge - “knowing that”

Procedural knowledge – “knowing how”

Conditional knowledge – “knowing when and why”

(Woolfolk, 2007, p. 257)

Categories of long-term memory Explicit - long term memories that involve deliberate or conscious recall (conscious) Implicit – knowledge that we are not conscious of recalling, but influences behavior or thought without our awareness (unconscious) (Woolfolk, 2007, p. 259, 262)

Explicit - long term memories that involve deliberate or conscious recall (conscious)

Implicit – knowledge that we are not conscious of recalling, but influences behavior or thought without our awareness (unconscious)

(Woolfolk, 2007, p. 259, 262)

How do we keep from forgetting? Forgetting is caused by interference and time decay Mental work and processing tools include Elaboration – connecting information to existing knowledge Organization – order improves learning Context – attaching physical or emotional meaning to events (Woolfolk, 2007, p. 263, 265)

Forgetting is caused by interference and time decay

Mental work and processing tools include

Elaboration – connecting information to existing knowledge

Organization – order improves learning

Context – attaching physical or emotional meaning to events

(Woolfolk, 2007, p. 263, 265)

Teaching and memory in the classroom Get your students attention; the first step in learning Help students focus on important information Connect new information to existing knowledge Use repetition and review Be clear and organized Focus on meaning (Woolfolk, 2007, p. 266)

Get your students attention; the first step in learning

Help students focus on important information

Connect new information to existing knowledge

Use repetition and review

Be clear and organized

Focus on meaning

(Woolfolk, 2007, p. 266)

Methods for retention Use visual aids Mnemonics Loci method – association with places Peg-type mnemonics – association with cue words Acronym – using first letter association to form memorable word Chain mnemonics – associate one element with the next Keyword – associating new words with similar sounding words or images Rote memorization Part learning – breaking lists into smaller pieces Distributive practice – learning over time with rest Massed practice – practice for a single extended period of time (Woolfolk, 2007, p. 269 - 274)

Use visual aids

Mnemonics

Loci method – association with places

Peg-type mnemonics – association with cue words

Acronym – using first letter association to form memorable word

Chain mnemonics – associate one element with the next

Keyword – associating new words with similar sounding words or images

Rote memorization

Part learning – breaking lists into smaller pieces

Distributive practice – learning over time with rest

Massed practice – practice for a single extended period of time

(Woolfolk, 2007, p. 269 - 274)

References Woolfolk, A. (2007). Educational Psychology . Boston: Pearson Education.

Woolfolk, A. (2007). Educational Psychology . Boston: Pearson Education.