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- 1. Helping Students Retain Information Sandy Barnhart June 10, 2020 Original Contribution American College of Education
- 2. Agenda Helping Students Retain Information June 10, 2020 I. Reviewing Information II. Working in Groups III.Practicing with Assessments IV.Recording Information
- 3. Reviewing Information Information Attained after 24 hours Without a Review Information Attained Information Forgotten Information Attained After 30 Days Without a Review Information Attained Information Forgotten (Waterloo University, 2020).
- 4. Formula for Remembering Information This formula shares how much time is needed for review after a certain time has passed. After 24 hours – 10 minutes of review After seven days – 5 minutes of review After 30 days – 2 minutes of review (Waterloo University, 2020).
- 5. Marzano Framework: Reviewing Content Witness of accurate representation of knowledge previously taught. • Students are utilizing the reviewed skill appropriately • Students read written work/notes pertaining to the information. • Students are able to describe previously learned content. The teacher will monitor response rates to ensure all students understand the information. (Marzano, 2013).
- 6. Carousel Brainstorming Activity • Students are placed in groups. • Each group will be placed at a station containing a question. • Students answer first question together. • Students rotate to the next station to add to the previous group’s answer. • Students rotate until all stations have been completed.
- 7. Visual Aids: Pictures, charts, maps, models, diagrams, and videos • Increase interest • Display information effectively • Easier to commit to memory • Remember information for a longer period of time (Shabiralyani, Hasan, Hamad, & Iqbal, 2015).
- 8. Working in Groups Benefits: • Motivate critical thinking skills • Receive information in multiple ways • Exercise the knowledge for memory placement • Practice organizing
- 9. Working in Groups Examples: Reciprocal teaching- • Students work together in groups. • Each student holds a specific job during the lesson (Predictor, clarifier, questionnaire and summarizer) Accountable talk- • Students convers about a given topic • Allows students to build on information posed
- 10. Practice Studies show formative and summative assessments affect information retention in a positive way. The studies began with college students utilizing laboratory assessments. The next studies were conducted within more educationally relevant studies such as science and history topics. More studies were conducted within regular classroom settings. All studies concluded that assessment practice lengthens memory retention (Roediger III, & Karpicke, 2006).
- 11. Recording and Representing Information When students write information down, it offers an avenue to: • Revisit the information. • Summarize information • Identify critical content • Analyze information • Monitor understanding • Reflect on information • Organize and scaffold information for understanding • Build on previous knowledge (Marzano, & Schmidt, 2015).
- 12. Example of Recording Information Comparing Information Examining similarities and differences between a new topic and previous topics of understanding will administer a 20 percentile gain in proficiency. 4 Categories • (Learning Science Marzano Center, 2018) Analogies Similes/Metaphors Classifying Comparing
- 13. Discussion Questions • What are some ways that help you remember information? • What are some examples of how information can be recorded in the classroom? • What are some ways that your students have reviewed information in the past? • What are some benefits for working in groups?
- 14. References Learning Science Marzano Center, (2018). Essential strategy: Using similarities and differences to deepen student learning. Retrieved fromhttps://www.marzanocenter.com/essential-strategy-using- similarities- and-differences-to-deepen-student-learning/ Marzano, R. J. (2013). The Marzano teacher evaluation model. Marzano Research Laboratory. Marzano, R. J., Schmidt, R. A.,(2015). Recording and representing knowledge: Classroom techniques to help students accurately organize and summarize content. West Palm Beach, Florida: Marzano Center/Learning Sciences International. Roediger III, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on psychological science, 1(3), 181-210. Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. Journal of education and practice, 6(19), 226-233. Waterloo University. (2020, June). Campus wellness: Curve of forgetting. https://uwaterloo.ca/campus-wellness/curve-forgetting
Editor's Notes
- As we learn new information, it is important to revisit that information in a timely manner. Studies show that by day two of learning the new information, that person will have lost 50%-80% of the knowledge gained. This can be avoided by reviewing the information and presenting the brain with a reason to remember what was learned. After a month has passed, only 3% of the information will be attained (Waterloo University, 2020).
- Studies within the Waterloo University have created a formula for remembering information. After 24 hours of receiving the information, ten minutes of review may restore the information. To continue reviewing, five minutes of review should be done after a week has passed and 2 minutes of review should be conducted after one month of receiving the information (Waterloo University, 2020).
- An activity that can be utilized for review is called Carousel Brainstorming. It can be utilized to review previous information. The students are placed in groups. There is a station for each group to begin. Each station contains a different problem related to the previous day’s information. The group records their answer on a sheet of paper located at the station. The students will then rotate to the next station. The students will work together to add to the previous groups answer. The groups will rotate until they have been to each of the stations.
- Visual aids are a beneficial portion of remembering information. Examples of this include, pictures, acronyms, charts, maps, models and videos. Visual aids increase the interest of students and help the teacher display the information more effectively. It allows for an easier rout for committing the information to memory. It allows for the information to be remembered for a longer period of time, due to the visual representation within the memory (Shabiralyani, Hasan, Hamad, & Iqbal, 2015).
- Working in groups is a way to motivate critical thinking skills. This is a strategy that encourages peer instruction, allowing students to receive the information in multiple ways. Reiteration of a concept is one way to exercise the knowledge to place the information in memory. It allows students to practice organizing their thinking.
- Conducting formative and summative assessments is a way to practice and remember information. A study was conducted, indicating that taking a test on information learned, can many times be more effective for memory purposes then restudying the information. For example, a person can recite a poem over and over to learn the words or the person can try to recite the poem in separate intervals and check for error. This is learning from assessment feedback. The study showed students were able to retain the information longer when given assessment practice. The studies began with college students with laboratory assessments. The next studies were conducted within more educationally relevant studies such as science and history topics. More studies were conducted within regular classroom settings. All studies concluded that assessment practice lengthens memory retention (Roediger III, & Karpicke, 2006).