Upload
odelia
View
56
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Enhancing memory. Some strategies. Understanding and memory. Sitting in class and understanding what is being presented is not enough to perform well in a test. Understanding and memory. Students need to engage in an activity to enable them to remember what they understand. - PowerPoint PPT Presentation
Citation preview
Enhancing memoryEnhancing memory
Some strategiesSome strategies
Understanding and Understanding and memorymemory Sitting in class and understanding Sitting in class and understanding
what is being presented is not what is being presented is not enough to perform well in a test.enough to perform well in a test.
Understanding and Understanding and memorymemory Students need to engage in an Students need to engage in an
activity to enable them to activity to enable them to remember what they understand.remember what they understand.
Domains; Engage & ElaborateDomains; Engage & Elaborate
Activation of prior Activation of prior knowledgeknowledge Teachers need to activate students’ Teachers need to activate students’
prior knowledge about the new topicprior knowledge about the new topic What do you know about….?What do you know about….? What do you want to know about…?What do you want to know about…?
• These questions create a “hook” to These questions create a “hook” to hang the new information on.hang the new information on.
Domains; Engage & ElaborateDomains; Engage & Elaborate
Types of RehearsalTypes of Rehearsal
Maintenance rehearsal consists of Maintenance rehearsal consists of using a a memory strategy that using a a memory strategy that keeps information in the short keeps information in the short term memory. An example is term memory. An example is repeating a telephone number repeating a telephone number over and over again.over and over again.
Types of rehearsalTypes of rehearsal
Elaborative rehearsal consists of making Elaborative rehearsal consists of making associations between the new associations between the new information and what one already information and what one already knows. This can be done byknows. This can be done by
Taking notes on a chapter while readingTaking notes on a chapter while reading Creating a mnemonic deviceCreating a mnemonic device
• Elaborative rehearsal is more effective Elaborative rehearsal is more effective in moving information to long term in moving information to long term memory.memory.
Multiple Instructional Multiple Instructional methodsmethods Using multiple senses enhances Using multiple senses enhances
memory and learning.memory and learning. Using spatial and linear formats Using spatial and linear formats
consolidates ideas.consolidates ideas. Providing students with a number Providing students with a number
of ways to recode information of ways to recode information helps with long term memory helps with long term memory storage and retrieval.storage and retrieval.
Domains; Explain & ExploreDomains; Explain & Explore
InterferenceInterference
Students are presented with new Students are presented with new information every 45 to 60 minutes.information every 45 to 60 minutes.
Information presented in the first Information presented in the first class will interfere with information class will interfere with information presented in the second class.presented in the second class.
Blocks of 90 minutes enhance Blocks of 90 minutes enhance consolidation of new information.consolidation of new information.
Domain; ExploreDomain; Explore
Episodic and semantic Episodic and semantic memorymemory Episodic memory stores events about Episodic memory stores events about
the event or episodes in our lives.the event or episodes in our lives. Semantic memory is the memory of Semantic memory is the memory of
knowledge and concepts.knowledge and concepts. The effectiveness of both these The effectiveness of both these
memory systems varies so teachers memory systems varies so teachers should use multiple, varied activities, should use multiple, varied activities, such as projects, field trips and group such as projects, field trips and group work.work.
Domain; ExplainDomain; Explain
Perceptual PrimingPerceptual Priming
Perceptual priming is the Perceptual priming is the phenomenon that prior perception phenomenon that prior perception of an object leads to easier of an object leads to easier subsequent perception of the same subsequent perception of the same subject.subject.
Domain; EngageDomain; Engage
Conceptual primingConceptual priming
Conceptual priming exposes Conceptual priming exposes students to concepts via advance students to concepts via advance organisers such as introducing organisers such as introducing vocabulary, objectives and/or vocabulary, objectives and/or questions prior to reading or questions prior to reading or presentation of the new presentation of the new information.information.
Domain; EngageDomain; Engage
Encoding PracticeEncoding Practice
Encoding practice consists of Encoding practice consists of Reading of chapters and/or textbooksReading of chapters and/or textbooks Re-reading of chapters and/or Re-reading of chapters and/or
textbookstextbooks Outlining or mind mapping Outlining or mind mapping
informationinformation Mnemonic strategies.Mnemonic strategies.• The above are ranked according to The above are ranked according to
effectiveness.effectiveness.
Retrieval practiceRetrieval practice
Retrieval practice means engaging in Retrieval practice means engaging in activities that call for the recall of activities that call for the recall of stored information.stored information.
Effective strategies areEffective strategies are Asking questionsAsking questions Practice testsPractice tests Studying with other studentsStudying with other students Parents asking students questionsParents asking students questions Composing and completing self-testsComposing and completing self-tests
Retrieval cuesRetrieval cues
Retrieval cues make it easier for Retrieval cues make it easier for students to access information in their students to access information in their long term memory. long term memory.
They must be present when learning They must be present when learning takes place in order to be effective.takes place in order to be effective.
Retrieval cues includeRetrieval cues include Multiple choice testsMultiple choice tests Tests with word banksTests with word banks Conceptual categories Conceptual categories Visual images or wordsVisual images or words
Graphic organisersGraphic organisers
DEECD website (good for graphic DEECD website (good for graphic organisers)organisers)
Inspiration (sophisticated, very good for Inspiration (sophisticated, very good for Mindmaps)Mindmaps)
Interwrite (good graphic organisers )Interwrite (good graphic organisers ) Freemind (on Year 7 Notebooks Freemind (on Year 7 Notebooks
already)already) Visio (good for business and Visio (good for business and
technology)technology)
MnemonicsMnemonics
Method of lociMethod of loci Narrative chainingNarrative chaining Peg wordPeg word AcrosticsAcrostics AcronymsAcronyms
Mnemonics- Method of Mnemonics- Method of LociLoci In this technique the subject memorizes In this technique the subject memorizes
the layout of some building, or the the layout of some building, or the arrangement of shops on a street. arrangement of shops on a street.
To remember a set of items the subject To remember a set of items the subject literally 'walks' through these loci and literally 'walks' through these loci and commits an item to each one by commits an item to each one by forming an image.forming an image.
Retrieval of items is achieved by Retrieval of items is achieved by 'walking' through the loci.'walking' through the loci.
Mnemonics- narrative Mnemonics- narrative chainingchaining Unrelated items are linked to Unrelated items are linked to
each other by forming a storyeach other by forming a story The technique adds organisation The technique adds organisation
and meaningfulness to otherwise and meaningfulness to otherwise meaningless material.meaningless material.
Helpful when you want to Helpful when you want to remember information in a remember information in a particular order.particular order.
Mnemonics- AcronymMnemonics- Acronym
The first letter of each “idea” is formed The first letter of each “idea” is formed into a memorable sentence.into a memorable sentence.
Examples are Examples are EGBDF- Every good boy deserves fruitEGBDF- Every good boy deserves fruit " " FFirst irst PPlace lace OOften ften TTakes the akes the TTrophy. "rophy. "
-Frontal, Parietal, Occipital, Temporal, -Frontal, Parietal, Occipital, Temporal, are The lobes of the brain.are The lobes of the brain.
"Good Physicists Have Studied Under "Good Physicists Have Studied Under Very Fine Teachers“ -Maxwell Very Fine Teachers“ -Maxwell relations.relations.
Mnemonics- acronymsMnemonics- acronyms
Using the first letter of a Using the first letter of a sequence of words to produce a sequence of words to produce a pronouncable word.pronouncable word.
Some examples areSome examples are ANZACANZAC EFTPOSEFTPOS NATONATO
SummarySummary
Give students time to process Give students time to process information into their Long Term information into their Long Term Memory.Memory.
Identify prior knowledge.Identify prior knowledge. Involve all students’ senses.Involve all students’ senses. Use multiple, varied activities.Use multiple, varied activities. Prime the studentsPrime the students Use mnemonicsUse mnemonics