The document discusses different types of memory and strategies for teaching in a way that promotes long-term memory in students. It outlines short-term memory which lasts 15-20 seconds, working memory which involves actively applying new and old information, and long-term memory which has unlimited capacity but requires more time and effort. The document recommends getting and maintaining student attention, connecting new ideas to prior knowledge, using mnemonics and metacognition to develop declarative, procedural and conditional knowledge that students can recall.

1. M _ M _ _ Y Memory in the Classroom By Wendie Johnston EDCI 500

2. After we learn something, we know it. What we know , lives in our memory. “ To know something is to remember it over time and to be able to find it when we need it.” (Woolfolk, 2007, p. 250)

3. The true art of memory is the art of attention. (Samuel Johnson) Step #1 in teaching – Get their attention! Step #2 in teaching – Maintain their attention! Use Signals Reach out rather than call out. Make sure the purpose of the lesson or assignment is clear to the students. Incorporate variety, curiosity, and surprise Ask questions and provide frames for answering. (quoted from Woolfolk, 2007, p. 253)

4. Short Term Memory – the immediate memory for new information that can be held about 15 – 20 seconds Long Term Memory – permanent storage of knowledge This is the goal of teaching. Working Memory – active mental effort is applied to both new and old information

5. Information in WORKING MEMORY must be kept activated in order to be retained. Rehearsal Maintenance rehearsal – repeating the information over and over Elaborative rehearsal – connecting the information to something you already know

6. Long-Term Memory Pros… Unlimited Capacity Information remains there forever Cons… Requires more time and effort It looks like the pros outweigh the cons!

7. Contents of Long Term Memory: Declarative, Procedural, and Conditional Knowledge Declarative – “knowing that” Procedural – “knowing how” Conditional – “knowing when and why” (Woolfolk, 2007, p. 258)

8. Words Images + = A+

9. Ways to Develop Declarative Knowledge Make your lesson meaningful by connecting new information to old information. Use Mnemonics Rote Memorization (use rarely)

10. The Importance of Metacognition Successful students have good metacognitive skills. (Woolfolk, 2007, p. 267) Planning – How do I do this? Monitoring – How am I doing? Evaluating – Am I done? Good teachers teach students how to teach themselves.

11. Works Cited: Woolfoolk, Anita (2007). Educational Psychology: Tenth Edition. Boston: Pearson.