15. Keyword Method Defined The keyword method is a mnemonic strategy that utilizes the power of images to make connections between two pieces of information.
16. Research Memory When interpreting text alone, the mind must analyze and encode to form a set of propositions. Connections are then made with previously encountered propositions. Comprehension occurs when appropriate inferences are made from these connections. (Andres & Peterson, 2002)
17. Research Memory (continued) Our memory capacities are limited by the amount of propositions that can be held simultaneously in the short term memory. The goal of instruction should be to overcome these information processing limits. (Andres & Peterson, 2002)
18. Research Memory (continued) Encoding can take place in either of two workspaces in the brain, the visual workspace and the verbal workspace (Paivo,1986). These two workspaces are independent of each other, but when used in combination, they can greatly increase information processing (Andres & Peterson, 2002).
19. Research Importance of Images According to John Dewey, the profit that a student receives from instruction is in the images that he is able to form as a result of the instruction (as cited in Wileman, 1993) Images greatly contribute to the construction of meaning. (Cifuentes and Hsieh, 2001)
20. Research Importance of Images (Continued) Verbal information combined with visual representation is more concrete, and more concrete representations are more memorable (Paivo, 1971). Knowledge is built up through various modalities, not just words (Jonassen, 2008)
21. Research Function of Images Representation Organization Interpretation Transformation The use of visuals to enhance the ease with which the text content may be memorized. They are considered pictorial, mnemonic devices (Levin, 1981).
22. Research Keyword Method Step 1: Recode an unfamiliar name or term into a concrete image. The associated fact would also be given a literal or a figurative image Step 2: Forming a mental picture of the two objects together.(Ormrod, 2011)
25. Research Keyword Method Benefits The keyword method allows students with learning disabilities to find success because visuals are employed to transform the text into content that is more memorable for them. Because the objects or events in the keyword method are recoded transformations of the text, the efficiency of retrieval is greatly enhanced (Levin, 1981).
26. Research Keyword Method Benefits (Continued) Carney and Levin (2008) made the following conclusions: The keyword method is effective for both immediate and delayed recall. The keyword method increases performance on tasks that are beyond rote recall.
27. Research Keyword Method Benefits (Continued) The keyword method increases motivation (Jonassen, 2000). The keyword method offers flexibility (Levin, 2008).
28. Participants and Setting Classroom: Fifth Grade at NCS Content: Social Studies Gender Breakdown: 10 girls and 8 boys Age: 10-11 years of age Timing: 10:45-11:45 am Duration: 3 Days Ethnicity: Not pertinent to study Socio-economic status : Not pertinent to study
29. Steps of Implementation Day 1 Introduced list of 20 historical figures, events and terms Reviewed list Allowed 10 minutes of silent study time Collected list from each student Assigned matching quiz over the list Recorded results
30. Steps of Implementation Day 2 Returned list of historical figures, events, and terms to the students Introduced keyword method strategy Used keyword method strategy on the same list of 20 historical figures, events, and terms Examples
41. Steps of Implementation Day 2 Returned list of historical figures, events, and terms to the students Introduced keyword method strategy Used keyword method strategy on the same list of 20 historical figures, events, and terms Assigned quiz Recorded results
42. Steps of Implementation Day 3 Assigned matching quiz after one week had elapsed Collected quizzes Assigned survey Did you enjoy this learning strategy? Did the learning strategy help you? Do you think you could use this strategy on your own? Recorded the results of the survey and the quiz
43. Results 17 out of 18 students performed higher after keyword method instruction. Of those 17, 9 increased their quiz scores by at least 35% 9 out of 18 students scored at least a 90% after keyword instruction. Class average increased 32%, from 50% to 82% after keyword method instruction. On the delayed recall quiz,13 out of 18 students achieved quiz scores within 15% of their Day 2 quiz scores.
44. Results 4 students received a perfect score on the quiz after keyword instruction. 3 students did very poorly on the delayed recall quiz. 18 out of 18 students affirmed that they enjoyed the strategy. 16 out of 18 affirmed that the strategy was helpful. 15 out of 18 affirmed that they would be able to personally implement the strategy.
45. Results Student interest greatly increased on Day 2 as compared to Day 1. Number of student questions and comments greatly increased on Day 2 as compared to Day 1. Students enjoyed making predictions and thinking about images they would use.
48. Implications The keyword method was shown to be effective for social studies learning. This strategy could be used to give students a “head-start” on the content to be presented in a unit. Improved test results The ability to go deeper or think critically Keyword method should be implemented because it increases motivation and interest.
49. Implications This method could be used to increase performance in other content areas – vocabulary, foreign language, and science The keyword strategy is one that can be used by students with learning disabilities to enhance recall of facts. The keyword method is an effective strategy, but it should not completely replace instruction. Variety of learners
50. Suggestions for Further Research Further research needs to be done on the effectiveness of the keyword method in the area of free-recall. Further research needs to be done on the long-term effectiveness of the keyword method. If the method is used for an entire year, do students become overwhelmed or bored by the number of images? Do images from a previous unit interfere with images from the current unit of study?
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