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Enhancing memory

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.

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Enhancing memory

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  1. Enhancing memory Some strategies

  2. Understanding and memory • Sitting in class and understanding what is being presented is not enough to perform well in a test.

  3. Understanding and memory • Students need to engage in an activity to enable them to remember what they understand. • Domains; Engage & Elaborate

  4. Activation of prior knowledge • Teachers need to activate students’ prior knowledge about the new topic • What do you know about….? • What do you want to know about…? • These questions create a “hook” to hang the new information on. • Domains; Engage & Elaborate

  5. Types of Rehearsal • Maintenance rehearsal consists of using a a memory strategy that keeps information in the short term memory. An example is repeating a telephone number over and over again.

  6. Types of rehearsal • Elaborative rehearsal consists of making associations between the new information and what one already knows. This can be done by • Taking notes on a chapter while reading • Creating a mnemonic device • Elaborative rehearsal is more effective in moving information to long term memory.

  7. Multiple Instructional methods • Using multiple senses enhances memory and learning. • Using spatial and linear formats consolidates ideas. • Providing students with a number of ways to recode information helps with long term memory storage and retrieval. • Domains; Explain & Explore

  8. Interference • Students are presented with new information every 45 to 60 minutes. • Information presented in the first class will interfere with information presented in the second class. • Blocks of 90 minutes enhance consolidation of new information. • Domain; Explore

  9. Episodic and semantic memory • Episodic memory stores events about the event or episodes in our lives. • Semantic memory is the memory of knowledge and concepts. • The effectiveness of both these memory systems varies so teachers should use multiple, varied activities, such as projects, field trips and group work. • Domain; Explain

  10. Perceptual Priming • Perceptual priming is the phenomenon that prior perception of an object leads to easier subsequent perception of the same subject. • Domain; Engage

  11. Conceptual priming • Conceptual priming exposes students to concepts via advance organisers such as introducing vocabulary, objectives and/or questions prior to reading or presentation of the new information. • Domain; Engage

  12. Encoding Practice Encoding practice consists of • Reading of chapters and/or textbooks • Re-reading of chapters and/or textbooks • Outlining or mind mapping information • Mnemonic strategies. • The above are ranked according to effectiveness.

  13. Retrieval practice • Retrieval practice means engaging in activities that call for the recall of stored information. • Effective strategies are • Asking questions • Practice tests • Studying with other students • Parents asking students questions • Composing and completing self-tests

  14. Retrieval cues • Retrieval cues make it easier for students to access information in their long term memory. • They must be present when learning takes place in order to be effective. • Retrieval cues include • Multiple choice tests • Tests with word banks • Conceptual categories • Visual images or words

  15. Graphic organisers • DEECD website (good for graphic organisers) • Inspiration (sophisticated, very good for Mindmaps) • Interwrite (good graphic organisers ) • Freemind (on Year 7 Notebooks already) • Visio (good for business and technology)

  16. Mnemonics • Method of loci • Narrative chaining • Peg word • Acrostics • Acronyms

  17. Mnemonics- Method of Loci • In this technique the subject memorizes the layout of some building, or the arrangement of shops on a street. • To remember a set of items the subject literally 'walks' through these loci and commits an item to each one by forming an image. • Retrieval of items is achieved by 'walking' through the loci.

  18. Mnemonics- narrative chaining • Unrelated items are linked to each other by forming a story • The technique adds organisation and meaningfulness to otherwise meaningless material. • Helpful when you want to remember information in a particular order.

  19. Mnemonics- Acronym • The first letter of each “idea” is formed into a memorable sentence. • Examples are • EGBDF- Every good boy deserves fruit • " First Place Often Takes the Trophy. "-Frontal, Parietal, Occipital, Temporal, are The lobes of the brain. • "Good Physicists Have Studied Under Very Fine Teachers“ -Maxwell relations.

  20. Mnemonics- acronyms • Using the first letter of a sequence of words to produce a pronouncable word. Some examples are • ANZAC • EFTPOS • NATO

  21. Summary • Give students time to process information into their Long Term Memory. • Identify prior knowledge. • Involve all students’ senses. • Use multiple, varied activities. • Prime the students • Use mnemonics

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