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Knowledge Transfer from Short to Long Term

Knowledge Transfer from Short to Long Term. By Serik Yunus Emre Anatolian High School 13-02-2014 / Bünde / Germany. How do we learn ?.

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Knowledge Transfer from Short to Long Term

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  1. Knowledge Transfer fromShorttoLongTerm By Serik Yunus Emre AnatolianHighSchool 13-02-2014 / Bünde / Germany

  2. How do welearn? Learning is a complextaskthatrequires a studenttouseandapply a range of cognitiveskills. A student’sabilitytoretaininformationwhileperformingconcurrentprocessing, oftenreferredto as workingmemory (WM), is criticaltotheacquisition of increasinglymorecomplexknowledgeandskills. WM is oftenlinkedtosuccessfullearningandstudentacademicachievement. Accordingtotheacademicliterature, WM is a veryusefulmeasure of a student’scapabilitytoacquirenewinformation. Moststudentsareabletosuccessfullyrespondtoclassroominstructionthatrequiresthemtorely on their WM toacquirenewknowledgeorskills. Unfortunately, somestudentsstruggleandultimately fail toprocessinformationeffectivelywhich, in turn, negativelyaffectstheoutcome of instruction.

  3. What is workingmemory? WM requiresstudentstomoveinformationfromshort-termmemorytolong-termmemory, where it is storedindefinitely. Theterm “workingmemory” is defined as a person’sabilitytotemporarilyholdandmanipulateinformationforcognitivetasksperformed on a dailybasis (e.g., followingdirectionsandperformingmentalmath). WM is frequentlydescribed as a “mentalscrapbook” thatallows a persontostoreandmanipulateinformationwhileengaging in othertasks.

  4. Howshouldteachersread “WM”? Mostteachers can attesttothefactthatsomestudentshave WM deficits, whichresults in theirbeingslowerandlessaccurate in processingclassroominstruction in class. Thesearethestudentswhohaveproblemsdeterminingthemostrelevantinformationandscreeningand “blockingout” irrelevantinformation, a problem thatdiminishestheir WM capacity. Forthatreason, limitations on a student’s WM capacityoftenareassociatedwithacademicdeficits in reading, mathematics, writing, and in thearea of socialskills.

  5. WorkingMemory in theClassroom Studentswhohavedifficultypayingattentiontospecificinformationstrugglewiththeencodingof information. Attention, thecognitiveprocessthatsupports WM, is veryimportantforstudentstomakeefficientuse of WM in theprocess of learning.Tobe successful, a studentmust be abletomoveinformationfrom WM tolong-termmemory, where it is stored.20

  6. Whatshouldteachers do toawaken WM? Teachersshouldrefertoattention as thecognitiveprocessthatallows WM toholdinformationwhenpeopleperformcognitivetasks, andthatregulatestheirbehavioraccordingtothedemands of a particulartask. Forexample, a student’sthoughtsabout an after-schoolballgamemightserve as a distractionduringinstruction. Furthermore, theconstantdemandsplaced on students’ WM duringtheschooldaymayadverselyaffecttheiracademicperformance — especiallythosestudentswhohave WM deficits.Ifa teacherknowsthatstudentswith WM difficultiesneedtomake a greaterefforttorespondtodailyclassroomdemands, they can takestepstolessenthechallengesthesestudentsface — forexample, byrepeatingdirectionsbeforestudentsarerequiredto do theassignedtasks.

  7. Differences Between Short Term and Long Term Memory Information is only stored for a short period of time in your short term (working) memory. For no longer than 30 seconds usually. What, or how much is taken in depends on your attention span, but whatever that is, the information is mostly forgotten when new information comes along. On the other hand, your long term memory space can never be filled (it’s infinite), and information can be stored there for the rest of your life.

  8. Conditions for Transfer of Information to Long Term Memory-#1 Your Attention:If you’re not focused on the subject you’re studying, it will be impossible to remember all the facts. Therefore, it is important to keep the learning curve in mind when you study. That is: we are more inclined to remember the information discussed at the start and end of a study session.

  9. Conditions for Transfer of Information to Long Term Memory-#2 What the Information Means to You. The chance of remembering something increases significantly if the meaning is important or of relevance to you.

  10. Conditions for Transfer of Information to Long Term Memory-#3 How Well the Information Matches With What You Already Know. Existing memories are a magnet for related information. This is also why it’s important to re-read the material you study. Every time you go through the material, you will associate more of it with the knowledge you already have.

  11. Conditions for Transfer of Information to Long Term Memory-#4 How Unique or Exceptional Information is. Everybody remembers the most popular girl or boy in school, some can remember the least popular, but almost nobody will remember the average students. It’s the same with information. You automatically remember what amazed you or what spoke to your imagination, but the rest of the material takes a little effort.

  12. Conditions for Transfer of Information to Long Term Memory-#5 If Information is Connected or Can Be Associated. We remember information that is linked to our senses, is repeated in the text, or is connected by rhyme or rhythm.

  13. The Role of Attention Theinabilitytoregulateattention is directlyrelatedtostudentacademicperformance. Attentioncontrolstheamount of time a studentneedstomaintaininformation in WM, especially in visualWM. Manyfactorsinfluencestudentattention, such as motivation, anxiety, andfatigue. If, foranyreason, a students’ attention is disturbed, his or her opportunitytolearn is diminishedbecauseattention is essentialtomaintaininformation in WM. Ifa studentcannotcontrol his attention, interferinginformationwill not be filteredoutandlearningwillalso be adverselyaffected.

  14. Strategiesforteacherstoapplytoprevent an overload of a student’sWMs

  15. Strategy #1: Provideshort, simple, andsequentialdirections, one at a time. • Say: “ - Openyourmathbook. - FindPage 78. - Do problems 1-5. - Waitforteacher’sfeedback. - Do problems 6-10.” • Don’t say: “Openyourmathbooktopageseventy-eightand do thefirst ten problems.”

  16. Strategy #2: Usevisualcuesandmodelingtoreinforce oral directionsorexplanations Visualcues: activatestudent’spriorknowledge i.e.pictures, classrules, oranykind of postedreminder Modeling: a veryeffectiveresearch-basedinstructionalmethoddemonstrating step-by-step howtoperform a taskorskill

  17. Strategy#3: Userehearsal, visualimagery, andcoding as waystofacilitatethe transfer of informationfromshort-termmemoryto WM tolong-termmemory Rehearsal: therepetition of verbalinformation. Verbalrehearsalresults in somelearning but probably is theweakest of thethreestrategiesforencodinginformation. Coding: thesemanticelaboration of informationthroughstrategiessuch as acronyms

  18. Forexample, themnemonic PENS can helpstudentsrememberthesteps of a sentence-writingstrategy: Pick a formula Explorewords Notethewords Searchandcheck

  19. Visualimagery Word to be learned: photosynthesisKeyword: photo – “a goodphotoneedssunlight”

  20. Strategy#4: Usesemanticmapsornetworkstoconnect a main idea torelatedideas

  21. Strategy#5: Whenconveyingvisualinformation, usethespatialcontiguityprinciple.

  22. Strategy#6: Makeinformationmeaningfulbyconnectingthestudents’ priorexperiencestothenewinformation Teacher: What do youknowaboutrainforests? Students: Itrains a lot. It is hot andhumidallyeararound. It has lots of trees. It has lots of plantsandanimals. It has riversoroceansnearby. Teacher: Good! Welive in ____________________. Do weusuallyhave a lot of rain? Do wehaveriversoroceansnearby? Do wehavelots of trees? Is it hot andhumidallyeararoundhere? [Studentsrespond] Teacher: How is wherewelivethesameordifferentfrom a rainforest? [Studentsrespond]

  23. Teacher Why do youneedtolearnaboutrainforests? Students Becauserainforestsproduceoxygenweneedforliving. Itgives us cleanairandcleanwater. Teacher Whenandhow can youusethisinformation? Students Whenpeoplewanttocleartherainforestfordevelopmentorlogging, we can arguethat it willaffectcleanairandoxygen.

  24. Strategy#7: Provideadvanceorganizerspriortobeginning a lessontohelpstudentsmoreeasily organize informationto be learned. Todaywewilllearnaboutbloodtypes.Wewillconduct an experiment.Wewillmakeconclusionsaboutmixingbloodtypes

  25. Strategy#8: Teachorganization of textsuch as storystructuretofacilitatecomprehension of narratives.

  26. Strategy#9: Usehierarchyto organize information

  27. Someotherstrategies… Reviewinformationfrequently. Implementteachingroutinesandprovide a structuredandconsistentenvironment. Dividestudy time intosessions. Havestudentspracticethenewskills in thesamecontext in whichtheywill be assessed.

  28. …THANK YOU… Arzu macit Antalya-turkey

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