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You’re Hired…Now What? Memory and Classroom Application

You’re Hired…Now What? Memory and Classroom Application. TESL Ontario 2010. Language in the Workplace . Short time frame Workplace context Realistic progression expectations Targeted goals AGENDA Diverse learning styles Brain Compatible Context Memory Related Strategies.

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You’re Hired…Now What? Memory and Classroom Application

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  1. You’re Hired…Now What?Memory and Classroom Application TESL Ontario 2010

  2. Language in the Workplace • Short time frame • Workplace context • Realistic progression expectations • Targeted goals AGENDA • Diverse learning styles • Brain Compatible Context • Memory Related Strategies

  3. “Memory is the retention of information over time.” “Learning and thinking styles are not abilities; rather the are preferences in how people use their abilities.” Santrock, et al., Educational Psychology, 2004

  4. Brain Compatible Learning3 Conditions for Complex Learning • Relaxed alertness – low threat, high challenge state of mind • Orchestrated immersion – multiple, complex , authentic experience • Active processing – making meaning through experience processing Cain and Cain, Mind/Brain Learning Principles,1994.

  5. Marcia Tate : Adults Learn Best When • They have input into content selection and development • Variety of learning strategies are used • Focused group discussion and problem solving • Learning is connected to background knowledge • Have time to reflect • Ongoing support is available Tate, M., ( 2004), Sit and Get Won’t Grow Dendrites, Corwin Press Do Write Reflect Input Discuss

  6. Processing information in memory • Encoding – getting it into memory • Storage – retaining over time • Retrieval – taking it out of storage

  7. Encoding • Rehearsal – conscious repetition – rote, without meaning - not the best value • Deep Processing – in terms of meaning – much better • Elaboration – using examples – self reference – distinctive memory code • Constructing images – more detail= better memory • Organization – meaningful - outlines – charts – chunking

  8. Storage • Sensory - quickly lost • Short Term Memory - 30 seconds • Long Term Memory - relatively permanent • Peter Walsh, Full Frontal Learning, McMaster University, Academic Skills, 2004

  9. Retrieval • Serial position – primacy and recency • Recall – fill in blanks and essay • Recognition – identify learned information – multiple choice

  10. R. Oxford – Language Learning Strategies Memory related : • grouping, words in context, • mental linkages, • mental images, • rehearsal • elaboration • Oxford, R., ( 2001) Language Learning Styles and Strategies, Teaching English as a second or foreignlanguage, , Heinle& Heinle

  11. Translating to the Workplace • Addressing the various styles • Giving options • Allowing personal relevance • Chunking information • Language patterns • Dialogue and elaboration • You’re Hired…Now What?

  12. Questions? Beverley Payne Workplace Lead Instructor b.payne@tvdsb.on.ca Terry Webb Wheable Lead Instructor t.webb@tvdsb.on.ca Adult ESL Thames Valley District School Board THANK YOU

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