MEMORY PROCESS
What learning activities help memory - brain growth?
What learning activities help memory - brain growth?
Our memories are created in 3 stages: Sensory, Short-term & Long-term.
MEMORY PROCESS
Sensory Memory: Immediate and Automatic, our sense of smell resonates strongest memories and a smell can make us remember
Short-term Memory: Hold information up to 30 seconds, but if info is not reused it will be forgotten
Long-term Memory: Hold information if it is meaningful, chunked and rehearsed over time
Long-term Memory Strategies
1. MEANING MAKING - Relatable to One's Life
Meaning vs. Sense Meaning has connection with our past. Sense only provides comprehensible input.
Much of school makes sense, but doesn't have meaning.
2. CHUNKING - Digestible Bites
Break things into manageable parts (chunks) and logical steps.
3. REHEARSING - Practice New Learning
Mix up the ways that you have students rehearse their new learning & interleave the practice.
The more you rehearse or retrieve information you send a message to your brain that this information is valuable. The brain prioritizes information that is retrieved more often.
Sensory Memory: Immediate and Automatic, our sense of smell resonates strongest memories and a smell can make us remember
Short-term Memory: Hold information up to 30 seconds, but if info is not reused it will be forgotten
Long-term Memory: Hold information if it is meaningful, chunked and rehearsed over time
Long-term Memory Strategies
1. MEANING MAKING - Relatable to One's Life
Meaning vs. Sense Meaning has connection with our past. Sense only provides comprehensible input.
Much of school makes sense, but doesn't have meaning.
2. CHUNKING - Digestible Bites
Break things into manageable parts (chunks) and logical steps.
3. REHEARSING - Practice New Learning
Mix up the ways that you have students rehearse their new learning & interleave the practice.
The more you rehearse or retrieve information you send a message to your brain that this information is valuable. The brain prioritizes information that is retrieved more often.
The Beginning Psychology Curriculum from LardBucket explains the memory process in detail:
http://2012books.lardbucket.org/books/beginning-psychology/s12-01-memories-as-types-and-stages.html
http://2012books.lardbucket.org/books/beginning-psychology/s12-01-memories-as-types-and-stages.html
The key to long term memory is encoding, storage & rehearsal processes.
There are 2 Types of Long-Term Memory: Explicit (Declarative)
& Implicit (Non-Declarative)
The Explicit Memory is made up of Episodic (Life Events) and Semantic
(Words, Ideas & Concepts) Memory
The Implicit Memory is based on Procedural (Skills) and Emotional Memories
There are 2 Types of Long-Term Memory: Explicit (Declarative)
& Implicit (Non-Declarative)
The Explicit Memory is made up of Episodic (Life Events) and Semantic
(Words, Ideas & Concepts) Memory
The Implicit Memory is based on Procedural (Skills) and Emotional Memories
Read this article for long-term memory strategies
Sprenger, Marilee. (1999). Chapter 7: The Lanes Less Traveled: Instructional Strategies for Episodic, Procedural, Automatic, and Emotional Memory, Learning & Memory, Association for Supervision and Curriculum Development Publisher.
Sprenger, Marilee. (1999). Chapter 7: The Lanes Less Traveled: Instructional Strategies for Episodic, Procedural, Automatic, and Emotional Memory, Learning & Memory, Association for Supervision and Curriculum Development Publisher.
REHEARSAL INSTRUCTIONAL STRATEGIES "Practice Knowing"
Marilee Sprenger identifies instructional strategies that are based on how our brain memorizes
http://www.ascd.org/publications/books/199213/chapters/The-Lanes-Less-Traveled@-Instructional-Strategies-for-Episodic,-Procedural,-Automatic,-and-Emotional-Memory.aspx
PROCEDURAL MEMORIES "Knowing How"
- Create a physical action to accompany the info - Repetition
- Rehearsal in another form (drawing, performance ...) - Consistency
DECLARATIVE MEMORIES "Knowing That"
Episodic Memory Strategies "Personal"
- Bulletin Boards - Field Trips - Visual Aids - Teaching important information from the same location and/or student placement
Semantic Memory Strategies
- Graphic Organizers - Peer Teaching - Questioning - Summarizing - Debates - Timelines
AUTOMATIC MEMORIES "Triggers"
- Music or songs to remember (alphabet song)
- Practice repeating (2 times tables: 2, 4 ,6, 8 ... )
- Flash cards
- Call and Response (When I say, "Lincoln" - You say, "Gettysburg")
+ Acronyms: (Great Lakes) HOMES: Huron, Ontario, Michigan, Erie, Superior)
+ Alliteration: Peter Piper Picked a Peck of…
+ Rhyming: I before E except after C
+ Acrostic Elaboration: My Very Educated Mother Just Served Us Nine Pies = Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
EMOTIONAL MEMORIES "Feeling That"
- Music
- Celebrations
- Role Play
- Enthusiasm for subject
Marilee Sprenger identifies instructional strategies that are based on how our brain memorizes
http://www.ascd.org/publications/books/199213/chapters/The-Lanes-Less-Traveled@-Instructional-Strategies-for-Episodic,-Procedural,-Automatic,-and-Emotional-Memory.aspx
PROCEDURAL MEMORIES "Knowing How"
- Create a physical action to accompany the info - Repetition
- Rehearsal in another form (drawing, performance ...) - Consistency
DECLARATIVE MEMORIES "Knowing That"
Episodic Memory Strategies "Personal"
- Bulletin Boards - Field Trips - Visual Aids - Teaching important information from the same location and/or student placement
Semantic Memory Strategies
- Graphic Organizers - Peer Teaching - Questioning - Summarizing - Debates - Timelines
AUTOMATIC MEMORIES "Triggers"
- Music or songs to remember (alphabet song)
- Practice repeating (2 times tables: 2, 4 ,6, 8 ... )
- Flash cards
- Call and Response (When I say, "Lincoln" - You say, "Gettysburg")
+ Acronyms: (Great Lakes) HOMES: Huron, Ontario, Michigan, Erie, Superior)
+ Alliteration: Peter Piper Picked a Peck of…
+ Rhyming: I before E except after C
+ Acrostic Elaboration: My Very Educated Mother Just Served Us Nine Pies = Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
EMOTIONAL MEMORIES "Feeling That"
- Music
- Celebrations
- Role Play
- Enthusiasm for subject
Long-Term Memory Systems Chart
Angelica Staniloiu & Hans J. Markowitsch (2012). Towards solving the riddle of forgetting in functional amnesia: recent advances and current opinions, Frontiers in Psycholoy Journal. Retrieved from: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2012.00403/full
Angelica Staniloiu & Hans J. Markowitsch (2012). Towards solving the riddle of forgetting in functional amnesia: recent advances and current opinions, Frontiers in Psycholoy Journal. Retrieved from: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2012.00403/full
AGE, MEMORY & ATTENTION
AGE
< 5 years old 5-13 years old 14 > years old |
POTENTIAL MEMORY
1-3 items, average 2 items 3-7 items, average 5 items 5-9 items, average 7 items |
ATTENTION
< 5 minutes 5 minutes 5-10 minutes |
Block Practice Verses Interleaving Practice
BLOCK PRACTICE
Rehearsing the learning of one skill or knowledge at a time |
INTERLEAVE PRACTICE (Variety or Mixed Practice)
Rehearsing the learning on multiple skills and knowledge |
Research shows that interleaving practice increases learning. So when assigning practice (homework) consider mixing it up.
The more time something is practiced is more important the amount of time it is practiced.
Practicing a skill/knowledge 10 times for a minute each is more beneficial than spending 10 minutes focused on one skill/knowledge.
Read: For more information read: Samara Freemark & Stephen Smith. (August 20, 2014). Variation is the key to deeper learning, American Radioworks, Retrieved from http://www.americanradioworks.org/segments/variation-is-key-to-deeper-learning/
PRACTICE BY TESTING READINGS
Peer Reviewed Articles
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques:promising directions from cognitive and educational psychology, Psychological Science in the Public Interest 14, 4–58. Retrieved from http://www.indiana.edu/~pcl/rgoldsto/courses/dunloskyimprovinglearning.pdf
- Arnold, K.M. & McDermott, K.B. (2013). Test-Potentiated Learning: Distinguishing Between Direct and Indirect Effects of Tests, Journal of Experimental Psychology: Learning, Memory & Cognition, 39(3), 940-945. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3764602/
- Pastotter, B. & Bauml, K.T. (2014). Retrieval Practice Enhances New Learning: The forward effect of testing, Frontiers in Psychology, 15(286), 1-5. Retrieved from http://www.psychologie.uni-regensburg.de/Baeuml/papers_open/PB14_Frontiers.pdf
- Larsen, D.P., Butler, A.C. & . Roediger III, H.L. (2013). Comparative effects of test-enhanced learning and self-explanation on long-term retention, Medical Education, 47, 674-682. Retrieved from http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/Larsen,%20Butler%20&%20Roediger_2013.pdf
- Roediger III, H.L. & Butler, A.C. (2011). The Critical Role of Retrieval Practice in Long-term Retention, Trends in Cognitive Practice, 15(1), 20-27 . Retrieved from http://people.duke.edu/~ab259/pubs/Roediger&Butler%282010%29.pdf
- Butler, A.C. & Roediger III, H.L. (2007). Testing improves long-term retention in a simulated classroom setting, European Journal Cognitive Psychology,19(4/5), 514-527. Retrieved from
http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/Butler%20&%20Roediger%20%282007%29_EJCP.pdf
- Roediger III, H.L. & Karpicke, J.A. (2006). Test-Enhanced LearningTaking Memory Tests Improves Long-Term Retention, Psychological Science,17(3), 249-255. Retrieved from http://learninglab.psych.purdue.edu/downloads/2006_Roediger_Karpicke_PsychSci.pdf
Newspaper Articles
- Better Ways to Learn, by Tara Parker-Pope, October 6, 2014, NY Times. Retrieved from http://well.blogs.nytimes.com/2014/10/06/better-ways-to-learn/
- To Really Learn, Quit Studying and Take a Test by Pam Belluck, January 10, 2011, NY Times. Retrieved from http://www.nytimes.com/2011/01/21/science/21memory.html?pagewanted=all
- How Tests Make Us Smarter, by Henry L. Roediger III, July 18, 2014, NY Times. Retrieved from http://www.nytimes.com/2014/07/20/opinion/sunday/how-tests-make-us-smarter.html
- Studying for the Test by Testing by Benedict Carey, Nov 22, 2014 NY Times. Retrieved from http://www.nytimes.com/2014/11/23/sunday-review/studying-for-the-test-by-taking-it.html?_r=1
Books
- Brown, P.C., Roediger, H.L., & McDaniel, M. A. (2014). Make it Stick. Retrieved from http://makeitstick.net/
The more time something is practiced is more important the amount of time it is practiced.
Practicing a skill/knowledge 10 times for a minute each is more beneficial than spending 10 minutes focused on one skill/knowledge.
Read: For more information read: Samara Freemark & Stephen Smith. (August 20, 2014). Variation is the key to deeper learning, American Radioworks, Retrieved from http://www.americanradioworks.org/segments/variation-is-key-to-deeper-learning/
PRACTICE BY TESTING READINGS
Peer Reviewed Articles
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques:promising directions from cognitive and educational psychology, Psychological Science in the Public Interest 14, 4–58. Retrieved from http://www.indiana.edu/~pcl/rgoldsto/courses/dunloskyimprovinglearning.pdf
- Arnold, K.M. & McDermott, K.B. (2013). Test-Potentiated Learning: Distinguishing Between Direct and Indirect Effects of Tests, Journal of Experimental Psychology: Learning, Memory & Cognition, 39(3), 940-945. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3764602/
- Pastotter, B. & Bauml, K.T. (2014). Retrieval Practice Enhances New Learning: The forward effect of testing, Frontiers in Psychology, 15(286), 1-5. Retrieved from http://www.psychologie.uni-regensburg.de/Baeuml/papers_open/PB14_Frontiers.pdf
- Larsen, D.P., Butler, A.C. & . Roediger III, H.L. (2013). Comparative effects of test-enhanced learning and self-explanation on long-term retention, Medical Education, 47, 674-682. Retrieved from http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/Larsen,%20Butler%20&%20Roediger_2013.pdf
- Roediger III, H.L. & Butler, A.C. (2011). The Critical Role of Retrieval Practice in Long-term Retention, Trends in Cognitive Practice, 15(1), 20-27 . Retrieved from http://people.duke.edu/~ab259/pubs/Roediger&Butler%282010%29.pdf
- Butler, A.C. & Roediger III, H.L. (2007). Testing improves long-term retention in a simulated classroom setting, European Journal Cognitive Psychology,19(4/5), 514-527. Retrieved from
http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/Butler%20&%20Roediger%20%282007%29_EJCP.pdf
- Roediger III, H.L. & Karpicke, J.A. (2006). Test-Enhanced LearningTaking Memory Tests Improves Long-Term Retention, Psychological Science,17(3), 249-255. Retrieved from http://learninglab.psych.purdue.edu/downloads/2006_Roediger_Karpicke_PsychSci.pdf
Newspaper Articles
- Better Ways to Learn, by Tara Parker-Pope, October 6, 2014, NY Times. Retrieved from http://well.blogs.nytimes.com/2014/10/06/better-ways-to-learn/
- To Really Learn, Quit Studying and Take a Test by Pam Belluck, January 10, 2011, NY Times. Retrieved from http://www.nytimes.com/2011/01/21/science/21memory.html?pagewanted=all
- How Tests Make Us Smarter, by Henry L. Roediger III, July 18, 2014, NY Times. Retrieved from http://www.nytimes.com/2014/07/20/opinion/sunday/how-tests-make-us-smarter.html
- Studying for the Test by Testing by Benedict Carey, Nov 22, 2014 NY Times. Retrieved from http://www.nytimes.com/2014/11/23/sunday-review/studying-for-the-test-by-taking-it.html?_r=1
Books
- Brown, P.C., Roediger, H.L., & McDaniel, M. A. (2014). Make it Stick. Retrieved from http://makeitstick.net/