Memory Presentation

Slideshow Transcript

1. Slide 1: Memory & Teaching By: Stephanie I.
2. Slide 2: Importance of Knowledge in Learning • Knowing is more than just an end product of previous learning, it also guides New Learning • Teachers need to keep this in mind and remember that students bring previous knowledge to a new learning situation “Knowledge and knowing are the outcomes of learning” (Woolfolk, 2007, p. 249)
3. Slide 3: Example study of Knowledge and Learning • A study by Recht and Leslie (1988) shows the importance of knowledge in understanding and remembering new information. • Step 1: Junior High – identified very good or very poor readers • Step 2: Tested students on knowledge of Baseball and found that it’s not related to reading ability • Step 3: Grouped Readers/ High Baseball Good students on abilities and knowledge Good Readers/ Poor Baseball Knowledge Knowledge Poor Readers/ High Baseball Poor Readers/ Low Baseball Knowledge Knowledge • Step 4: Student in all four groups read a passage describing a baseball game and tested various ways to see if they remember the information • Step 5: Results of how much was Remembered from the passage: – Poor Readers/High Baseball Knowledge > Good Readers/Low Baseball Knowledge – Poor Readers/High Baseball Knowledge = Good Readers/High Baseball Knowledge – Poor •**POINT** A good basis of knowledge can be more important Readers/Low Baseball remembered the LEAST of all other groups than good reading skills in understanding and remembering.
4. Slide 4: Attention & Teaching • 1st Step in Teaching: PAY ATTENTION • Students cannot process info that they do not recognize or perceive • Info has to go through the working memory (aka: “Workbench”) where it is held temporarily and combined with knowledge from long-term memory to solve or comprehend problems • Elaborative Rehearsal - is how a student connects info he’s trying to remember with something he already knows (Diagram adapted from Woolfolk, 2007, p. 256)
5. Slide 5: Long-Term Memory = The Goal of Teaching • Long-Term memory holds the information that you have learned well. It’s the permanent storage of knowledge Type of Input Capicity Duration Contents Retrieval Memory Working Very Fast Limited Very Brief: Words, Immediate 5-20 sec. images, ideas, sentences Long-Term Relatively Practically Practically Propositional Depends on Slow Unlimited Unlimited networks, representatio schemata, n and productions, organization episodes, images (Table adapted from Woolfolk, 2007, p. 257)
6. Slide 6: Storing Information in Long-Term Memory • The way a student learns info in the first place, strongly affects his recall later. Elaboration Organization Context •Builds extra links to •Material that is well •Aspects of physical existing knowledge organized is easier to and emotional context – learn and to remember places, rooms, moods, •Material that is who is with us – are than bits and pieces of elaborated when first learned along with info learned will be easier to other info recall •Structure serves as a guide back to the •It is easier to recall •Teaching Tip: Have a student “make an idea their own” by information when it needs info when the current having them translate info into to be recalled context is similar to their own words, create the original one examples, explain to a peer, •Teaching Tip: Especially for draw or act out a relationship, difficult or complex info – place •Teaching Tip: Help students or apply the info to solve new a concept in a structure to help to use context when recalling problems learn and remember both general difficult information. Prompt definitions and specific examples “We discussed this two days ago in history during…” it might help trigger a memory
7. Slide 7: Retrieving Information from Long- Term Memory • A few ways to retrieve info: •Spreading Activation: Retrieval of pieces of information based on their relatedness to one another. Remembering one bit of information activates (stimulates) recall of associated information. •Reconstruction: A cognitive tool or problem solving process that makes use of logic, cue, and other knowledge to construct a reasonable answer by filling in any missing parts. <<< Picture the Process: “Think of long-term memory as a huge shelf full of tools (skills, procedures) and supplies (knowledge, schemas) ready to be brought to the workbench to accomplish a task. The shelf (long-term memory) stores an incredible amount, but it may be hard to find what you are looking for quickly. The workbench (working Now is the time memory) is small, but anything on it is for all good men immediately available. Because it is small, however, supplies (bits of information) to come to the sometimes are lost when the workbench aide of their overflows or when one bit of information
8. Slide 8: Levels of Processing Activity • Levels of Processing, as proposed by Craik and Lockhart, is an alternative to short/long term memory models. But this theory is strongly related to the notion of elaboration. **POINT** What determines how long information is remembered is how extensively the info is analyzed and connected with other information. • Activity: To display this theory and model the importance of “Critical Thinking” Questions. • Ask students to sort pictures of dogs. – 1st: On the basis of the color of their coats • Results should show that students probably won’t remember too many pictures (Surface Learning) – 2nd: Rate each dog on how likely it is to chase you when you jog • Results should show that students will be able to recall more pictures (In-Depth Learning) • **POINT** The 2nd rating process requires “deeper” processing and more focus on the meaning of the information. When thinking about critical questions it helps to process the information in a different way. Usually it takes connecting different strands of knowledge to solve a problem. It helps in
9. Slide 9: Memory Teaching Tips and Techniques 2. Make it meaningful. 3. Make sure to have students’ attention. (develop signals, use gestures, move around the room) 4. Begin a lesson by asking a question that stimulates the topic. 5. Help students make connections between new information and what they already know. (Elaboration, Organization, Context) 6. Provide repetition and review of information. 7. Present material in a clear and organized way. 8. Focus on meaning, not memorization. 9. Use Mnemonics. – Acronyms, peg-type mnemonics, keyword method, illustrations that display meaning
10. Slide 10: Citations Discovering Psychology. (2001). Remembering and Forgetting. Retrieved October 10, 2008, from http://www.learner.org/resources/series138.html?pop=yes&pid=15 28# Woolfolk, A. (2007). Educational Psychology. Boston: Pearson Education.