Title: How to Teach so Students Remember
1How to Teach so Students Remember
- Kathy Olson
- (614) 529-6665
- kdo3_at_cornell.edu
2REMEMBERING
- The ability to retain information and to
recover it when needed.
3- Teaching so students remember is acknowledging
the way the brain processes stimuli and then
designing activities, lessons, and units that
complement and work with these processes.
4WHAT DOES REMEMBERING INVOLVE?
- The specific action of producing a memory
- requires noticing (attending to) information
- encoding it
- storing it
- retrieving it
5Attention
- Children pay attention to new information when
- Instruction is novel
- Instruction has intense stimuli
- Information is meaningful to them
- Their emotions are involved
- Teacher prompts
- pay attention, listen carefully, notice, look at
6Novelty
- Magic
- Costumes
- Exchanging rooms with another teacher for the day
- Drama
- Video with no audio
- Seating or position changes
- Lighting changes
- Field trips/guest speakers
- Humor
- Music
- Props
7 Make it strange
- The Bizarreness Effect
- Improved recall of things that are bizarre,
counter-intuitive or extraordinary. This
improvement is thought to be due to the increased
mental effort of extracting the meaning. -
- The pumpkin felt crapulous
after a feast of Halloween candy.
8Intense stimuli
- Music
- Aromas
- Tastes
- Visuals
- Movement
- Multiple modalities
9MUSIC
- Music is stored at a different level of the
brain than words more memorable. - Students rewrite lyrics to familiar songs for
content review. Perform for class.
10-
- We generally dont remember verbatim in LTM
except for music. - We remember gist/meaning, not the exact words.
- Try to forget a song once it gets in your mind!
11SENSES
- The more senses you engage, the greater the
potential for retention and recall. -
- Even having a bowl of just-popped popcorn or the
smell of freshly-baked cookies while learning can
make a difference.
12VISUALS
- Vision trumps all other senses.
- Research shows the inefficiency of text-based
information and the incredible effects of images.
Groups using illustrated texts performed 36
better than groups using text alone.
Burmark 2002
13- Not all materials are remembered equally well.
Pictures are remembered better than words. - Use mind maps and other graphic organizers.
- Convert ideas into images
- Students and teachers images.
Auditory memory is the weakest form of memory.
14- Current brain research tells us that things are
most often remembered when they have been
experienced or visualized. -
- Combine drama with vocabulary/concept
development. - Student(s) choose word/concept and create a
frozen representation which is photographed and
used on a bulletin board. - e.g. a student strikes a pose to convey the
word timid or a group of students would portray
a food chain.
15MULTISENSORY
- It will take six separate exposures (the
hearing, saying, touching, seeing and feeling the
constituent elements of a given notion or
experience) before new information enters into
long-term memory for permanent storage inside the
brain. Consequently, a multi-sensory approach to
language acquisition is ideal for all learners. - A Model for Language Learning From a
Brain- considerate Approach by Ken Wesson
16Use color
- Colors stimulate the brain.
- Using color can increase motivation and
participation by up to 80 percent. -
- Color enhances learning and improves retention by
more than 75 percent.
17- Color visuals increase willingness to read by
up to 80 percent. - Red, purple, and blue are the most remembered
colors
18- Students highlight text with different colors.
- Students can color topic sentences and
details, compare and contrast sentences,
subjects and predicates, facts and opinions,
etc. - Keep colors consistent.
- Encoding and retrieval are enhanced with the use
of color coding.
19- When testing memory for words, objects and
color, color memory was strongest. - Use color handouts, overhead transparencies,
colorful posters, and encourage the use of color
on student assignments.
20PHYSICAL ACTIVITY
- Exercise increases oxygen flow to the brain by
increasing the oxygenation of the blood. - Balances mood, improves long-term memory,
improves reasoning, and reduces stress and
depression.
21Exercise boosts brain power
- People who exercise outperform couch potatoes in
long-term memory, reasoning, attention, and
problem solving.
22- Students face the back of the classroom during a
review for a quiz. - Students sit sideways in their chairs during an
activity or discussion. - Students write down the most important item of
the day with their opposite hand. - Students to turn their papers diagonally and
complete assignment that way. - Students cross their legs while learning about an
important event. - Students cross their legs and uncross them only
to contribute to the discussion. - Students stand up and sit down after each student
question is answered. - Students move one seat for a five-minute
explanation. - Give everyone a pretzel/carrot to eat every two
minutes during a review. Make same food available
during test time. - Students stand behind their chairs while you read
an important passage to them.
23MOVEMENT
- With 3 points to remember, have students move to
a position in room add action review point. Use
new location in room for second point add
action review point. - Use puppets, charades, manipulatives, dance,
drama
Students who engage in daily exercise/physical
education consistently show better academic
performance. Donevan 1986
24RESPOND TO THE TEXT
-
- Students listen and respond physically such as a
TPR activity.
25Meaningful
- Content is more likely to be meaningful if
students can - Learn it experientially or in a realistic context
- Relate it to prior information
- Personalize it
- Be active and reflective with it
- Find a use for it
26EXPERIENCE THE CONTENT
- Field trips
- Authentic experiences
- Artificial experiences
- Computer simulations
- To experience how biomes change, have students
stand closer to/farther from a heater (Equator)
and an air conditioner/fan (North/South Pole).
27Emotional
- Anytime emotions are engaged the students are
more likely to form a deeper imprint of the
event. - Excitement
- Humor
- Celebration/pleasure
- Suspense
- Fear/risk
- Surprise
-
28Emotional Memory
Emotions take precedence over all other brain
processes.
- Act excited yourself
- Dress in costumes
- Choose sides in debate
- Agree/disagree chart
- Tell or read stories especially with
suspense/anticipation
29Use emotions
Whether certain events or information are
retained in memory is dependent upon an
individuals love for the subject matter and its
dramatic, emotional, auditory, and visual
impact.
Kerry 2002
30JOURNAL THE TEXT
- Students write about their learning/feelings
after reading/learning something. - I learned I liked.
- I did not understand
31REACT TO THE TEXT
- Students complete a list of sentences indicating
reactions to the text such as, What I found most
interesting was - This article was (boring, shocking, amusing,
irritating, confusing, incredible) because - Students discuss their reactions in groups.
32Motivation
- Motivation is significant.
- If the task is judged important, if the
probability of success is high, and a positive
affect is generated or associated with the task,
the individual will be motivated to engage in the
new task. - Marzano et al. 2001
33-
- Attention, concentration, motivation and
training influence the memory positively whereas
distraction, interference, stress and shock
affect memory adversely. - Ways to decrease stress in the classroom
- integrate stretching exercises
- incorporate recess
- teach coping skills
- utilize physical education
34Decrease stress
- Construct an environment that is free of such
things as fear, embarrassment, humiliation,
harassment, and other elements that interfere
with the learning process. - Some ESL students suffer from physical,
emotional or behavioral complaints caused by
culture shock.
35- Students may be used to acquiring a large number
of facts by rote and unused to discovery
learning, analysis or critical thinking. - Students may feel threatened by the amount of
participation expected of them in class,
preferring to remain silent for fear of showing
off or losing face by giving the wrong answer. -
- Students may perceive a wrong answer as causing
the teacher to lose face and for the same reason
feel uncomfortable with the idea of asking
questions or for help. - Students may not wish to share opinions or
beliefs, regarding them as private.
36- Students may find it difficult to come to terms
with the open and friendly relations between
teachers and students. They may be uncomfortable
with the amount of noise in the classroom. - Students may be uncomfortable with some
expectations regarding teacher-student behavior
(e.g. looking the teacher in the eye when being
spoken to) - Some students are from a very competitive
educational system. They may be unused to working
co-operatively with other students.
37- Students may believe that having fun in the
classroom is incompatible with learning. - Students may feel uncomfortable at being involved
in deciding on learning goals and how they are to
be assessed, considering it to be the teachers
job. - Students may be embarrassed if praised in front
of others. - Students may be unused to mixed gender classes or
being taught by teachers of the opposite sex.
38- For learning to occur, students must be in the
appropriate state for learning. - States are affected by
- Thoughts, emotions, attitudes
- Physiology posture, breathing, food, drink,
temperature, sleep - A student sitting in the back of the room, with
his arms folded, leaning back in the chair,
thinking this is stupid has little chance of
learning. His particular state prevents learning
from occurring.
39SLEEP
- Sleep has been directly linked to the grades of
students. Results have shown that those who sleep
less do poorly in school. - One experiment showed that people who fail to
get a good night's sleep before studying new
information remember roughly 10 less than their
well-rested counterparts.
40WATER
- Water is essential to distributing oxygen
throughout the body which maximizes brain
function. - Water increases the ability of the blood to
carry oxygen to the brain by 100 to 1,000 per
cent. - When an imbalance occurs because of dehydration,
the body secretes stress hormones which affect
learning.
41FOOD
- Chew gum
- Researchers found that the act of chewing gum
improved short- and long- term memory by up to 35
percent. - Chewing increases heart rate which may increase
blood flow to the brain. - Chewing may improve memory by reducing stress.
42ATTITUDE
- Positive attitudes (optimism-believing you can
learn it) relax the body and direct its full
energy to the task at hand. -
- Positive attitudes alter the chemistry of the
brain with the production of dopamine (the
feel-good neurotransmitter). - Positive attitudes increase noradrenalin which
provides physical energy.
43 A wide body of evidence suggests that when
students feel good about the teacher and
learning, achievement rises.
- Positive states improve performance on many
cognitive tasks. Ashby, et al. 1999 - Negative states and disengagement contribute to
lower cognitive performance. Matthews et
al. 2002
44Feedback
- Teachers who routinely provide feedback and
reinforcement regarding student learning improve
results. Sprenger 2005 -
- Feedback enhances student achievement more than
any other strategy. Hattie 1999
- 29 point difference in student learning can be
achieved through frequent feedback. -
Marzano 1998
45- Frequent (30 min. or less)
- Both positive and negative
- Local negative is most effective (Put the AB
function on the left, not right side.) - Global negative feedback was least effective
(Youre not trying.) - Positive feedback fell in the middle pep talks
are helpful. - Task feedback is most effective, not personal
- Peeck et al.1985, Huang 2000, Peeters
Czapinski 1990
46Social
- The brain likes and responds well to social
engagement and oral sharing. -
- Working cooperatively enhances learning.
-
- Research shows that "human beings learn best by
interacting with one another about things that
that they find personally meaningful."
47Assure Active Engagement
- Only the student who is actively involved in
what's going on will understand the information
and retain it. -
- Use cooperative learning activities
- Think, Pair, Share
- Round Table
48Organization
- Brains like organization.
- Graphic organizers help students see
relationships and pattern new information for
memory storage. - Mindmapping incorporates graphics, color,
pictures and key words on one piece of paper. - Actively teach students how to organize and
process information.
49STUDY TEXT STRUCTURE
- Teaching text structure using graphic maps is
one of the research-supported comprehension
strategies (NRP). - Graphic organizers in general are also one of
the categories of research-based comprehension
strategies. -
- Create a map to make the structure/organization
of expository text more visible.
50ORGANIZE
- Label and group common concepts
- Use mind-mapping strategies
- Chart and define relationships
- Identify what is known and what is desired to
learn - Know what being finished looks like
51CLASSIFY
-
- Find ways for students to classify
words/concepts to aid in recall. - Events, ideas, words, concepts, and other
stimuli that are not organized in some meaningful
way are more difficult to understand and remember
than those that are. - Group the words into categories and arrange them
on a visual "map" so that relationships among the
words become clearer. - Teacher or students create categories and
concepts.
52CREATE RELATIONSHIPS
- Put related word(s) in each quadrant. Students
identify the concept/word that the words are
related to.
Timber
Fresh water
Mineral deposits
Oil
53PUZZLE THE TEXT
- Students put together pieces. Each piece has a
synonym/etc. about the word, with center piece
blank. Student identifies and writes
word/concept in center piece.
54MAP THE TEXT
- Use graphic organizers to understand and
remember words. - When students organize the material instead of
the teacher, they recall it better. - Techniques such as webbing involve students' own
perspectives in creating interactions to clarify
targeted learning.
55Generate examples and non-examples
-
- For concepts, students need examples,
non-examples, and everything in between. - Have students respond to questions about or
provide examples/nonexamples. - Simple, typical and unusual examples.
56Brainstorm words that go with a central
concept. Write on board Discuss Add words to
be taught Create a map, linking concepts to
categories
57Semantic feature analysis
-
- Group words according to certain features, with
the aid of a chart that graphically depicts
similarities and differences among features of
different words. - Make a grid
- Add features (descriptions) along the top
- Name objects in a category along the rows
58Venn diagrams
- Graphic depiction to show two contrasting but
overlapping categories used to compare/contrast
two words/concepts. - Venn diagrams allow students to compare new
information to what they know (houses of colonial
times to their own homes what Lewis and Clark
packed for their trip to what their family would
pack for a trip)
59Provide coherence
- Give overviews before beginning a topic or new
subject. - Give a summary of the material in advance that
provides some sort of structure to what is to be
learned. - Focus on the Big Idea.
60Patterns
- When the brain encounters a new idea, it
searches for prior knowledge and experiences
similar to the new concept. - The brain is hard-wired to identify patterns
and, conversely, objects that differ from a group
of objects. - Â
-
61 Look for similarities
- Memory is fundamentally associative. You can
remember a new piece of information better if you
can associate it with previously acquired
knowledge that is already firmly anchored in your
memory.
62-
- Provide synonyms or antonyms
- What it is. What it isnt.
- Compare with other words/concepts.
- How are they similar?
- How are they different?
63 Look for differences
- The Isolation Effect
- Increased memory retention for anything which
stands out from other items in a group. -
Identifying similarities and differences raises
student achievement by as much as 45. Marzano
2001
64Background Knowledge
- The ability to retain and understand knowledge
is greatly enhanced when students make
connections to what they already know.
Understanding of new materials depends on what
you already know that you can connect it to.
The most important single factor influencing
learning is what the learner already knows.
Ascertain this and teach him accordingly.
David Ausubel, Educational
Psychology A Cognitive View
65Prior knowledge
- Influences all learning.
- Every word, sound, picture in your brain has some
knowledge attached to it. - This knowledge is personal.
- This knowledge is highly resistant to change
(easy to learn something that matches or extends
an existing mental model).
66Make connections
- Point out parts of the story that remind you of
things in your own life. - Explore parallels between the story and universal
themes. - Ask students to make connections to other stories
they have read. - Discuss, draw, and write about these connections.
- Connect content with students lives.
67- Learners can visualize, draw, think of
connections, mime, articulate their views,
recount episodes from their lives, share their
knowledge, make predictions anything that helps
them to activate connections in their minds. - The important point is that the lesson starts in
the learners minds and not in the text and that
the activities help the learners gain a personal
experience of the text by connecting it to their
lives.
68Prior knowledge
- Discussion
- Brainstorming writing down all the information
you know about a topic - Illustrating drawing pictures of what you know
about a topic - Preteaching
- Advance organizers (agree/disagree, T/F, Venn,
KWL)
Prior knowledge has a large influence on student
performance, explaining up to 81 of the variance
in posttest scores.
Dochy, Segers Buehl, 1999
69- Better to spend time finding the old information
students have than giving students new
information. - What does this make you think of?
- What is the first thing you think of when I
say. - Have students share where they made connections.
When reading unfamiliar passages, students asked
to state their prior knowledge on the text topic
significantly outperformed students not asked to
state prior knowledge.
70- Encourage clustering/graphic organizers/creating
organization. - Frequently use analogies to students personal
life experiences (prior knowledge). - Ask students for analogies/metaphors.
- Analogies are a useful way of encouraging
discussion about relationships - What is it?
- What is it like?
- What are some examples?
- Martin Luther King and Martin Luther.
71REFLECT ON THE TOPIC
- Start with what students know have them write
it before sharing it. - One of the simplest methods for helping students
activate background knowledge is to prompt them
to bring to mind and state, write down, or
otherwise record what they know. - What do I already know about this topic?
72 Careful preparationraises students ability
to read a particular piece beyond their normal
reading and thinking performance levels.
Manzo 1990
73REFLECT ON THE TEXT
- Activating background knowledge through
reflection and oral elaboration during text
reading was a more effective strategy than taking
notes on main ideas and their corresponding
details. - Spires et al. 1998
74Quantity
- Less is more. The brain can only learn so much.
-
-
75Short Term Memory
- Short-term memory
- limited capacity (72 items)
- quick loss of information (less than 20 seconds
unless rehearsed) - Brain is not designed for nonstop learning.
Children under 4 can retain one piece of
information at a time children 5-8 can retain
two.
76- Brief immediate memory for most recent on a list
(recency effect). -
- Longer memory for beginning items on list
(primacy effect). Ebbinghaus
77- Information in short-term memory must be
manipulated and rehearsed to be transferred to
long-term memory or it will be quickly forgotten. - New information
pushes old
information out. -
78Encoding
- To move something from short-term into long-term
memory, your brain uses a coding method to help
retrieve the information. -
- Since your brain is coding the information, it
is easier to remember additional information on
topics you already know something about learning
something new may take twice as long (or more) to
remember.
79ENCODING
- Students need to take the material and put it
into language they understand. - Summarize paraphrase
- If students can write about what they know, they
know it.
When students generate their own context for
meaning, memory improves. Schraw and
Ronning, 1999
80Use word cards
- Â Â Â Studying word cards, with the word on one
side and its translation (definition, drawing,
etc.) on the other is a good remembering
strategy. - Keep changing the order of the cards
- increasingly space the learning sessions Avoid
putting words of related meanings (synonyms,
opposites, lexical sets) in the same pack of
cards Nation, 2000
There is overwhelming research to show that using
word cards is a very efficient and effective
learning strategy. Nation 2001
81Value of word cards
- Motor-manual activity (manual and mental
activities) which reinforces learning. - Learner controls pace.
- The repeated rehearsal is especially effective
if it is conducted in different orders helping to
connect numerous neural pathways relating to one
cluster of information.
82 Rehearsal
- Major means by which information is moved to LTM
from STM. - The assignment of sense and meaning to new
learning can only occur if the learner has
adequate time to process and reprocess it. -
- Repeat again what you hear, for by often hearing
and saying the same things, what you have learned
becomes complete into your memory.
Dialexis
83- The brain goes through physical and chemical
changes when it stores new information as a
result of learning. - New neural pathways
- Strengthening old pathways
- Repetition of a stimulus forms a memory.
- Rehearsal and practice improves the tendency for
an associated group of neurons to fire together.
84An old Latin proverb says
- repetitio est mater studiorum
- (Repetition is the mother of learning.)
85What does repetition do?
- Moves the information from short term to long
term memory. - And then, with more repetition, locks the new
information in long term memory.
86Rote rehearsal
- Information stored exactly as presented.
-
- Best way to hold information for a minute or two
is to repeat it, but not efficient for long.
Some information, such as multiplication tables,
is learned through rote rehearsal.
87Elaborative rehearsal
- Requires more meaningful processing.
- The learner reprocesses the information several
times to make connections to previous learning
and assign meaning. - Without meaning information is quickly lost.
88Elaborative Rehearsal
- Paraphrasing
- Selecting and Note taking
- Predicting
- Questioning
- Summarizing
- Personalizing
- Repetition
89Its all about ME
- The self-reference technique
- One of the best and simplest methods. Simply
refer any information to yourself and it makes it
easier to remember. - Making personal associations with important
facts or ideas - political, moral, social, etc.
will help you remember them.
90 Rehearsal
- There is almost no long-term retention of
cognitive concepts without rehearsal. - Students failing to use elaborative rehearsal
fail to make associations or discover
relationships. - Thus they are unable to generate new ideas,
concepts or solutions.
91Without rehearsal
- We forget as much as 80 of everything we read
within 24 hours. Only 8 of textbook material is
remembered after 21 days. -
- Only 10 of lecture material can be recalled 24
hours later.
92Memory - Storage
- Sites selected for storage determined by the
associations that the brain makes between the new
learning and past learnings. - The more connections that are made, the more
understanding and meaning the learner can attach
to the new learning.
93Timing
- Time is a critical component of rehearsal.
- Initial rehearsal occurs when the information
first enters working memory. - Need to review new material within 10 minutes.
- Sufficient time must be provided for secondary
rehearsal to make sense and meaning.
94- Must ensure that students practice correctly
from the beginning. - Unlearning and relearning a skill practiced
incorrectly is difficult and takes more time. - Avoid assigning independent practice before
guided practice.
95 - Practice over time increases retention
- Massed practice close together practice times
- Produces fast temporary learning
- Distributive practice
- Sustained practice over time the key to
retention - Effective practice begins with massed practice
and then proceeds to distributed practice later
for retention.
96Consolidation
- Brain requires incubation time
- With new content this may be 2-5 minutes of
processing for 10-15 minutes of instruction - Rests, lunch, recess, walks, reflection,
listening to quiet music (NO NEW LEARNING) - Need adequate sleep for recycling of the learning.
Students who slept only 6 hours after a learning
session remembered much less than those who slept
8 hours. Stickgold 2000
97 -
- Learning doesn't happen at an even pace. Brains
get tired and lose focus. By varying the pace and
type of learning, you give the brain the chance
to let one part rest while the other part works. -
98Retention varies with length of
teaching episode
- As the lesson time increases, the percentage of
down time increases faster than the prime times. - More retention occurs when lessons are shorter.
A block containing four twenty minute lessons
will be much more productive than one long lesson.
99- Your brain needs repetition. It is better to do
short frequent reviews than one long review. What
counts is how many times your brain sees
something, not how long it sees it in one
sitting. -
Skill learning requires at least 24 practices to
reach 80 percent proficiency.
Marzano 2001
100We dont review enough. We dont repeat enough.
- You cant do this too much. Go over the same
passages a few times. In the morning, review
yesterdays vocab/grammar before moving on. Do
this every day... make it a ritual. Students need
to hear, understand, read, and use new
words/grammar at least 10 and up to 50 times in
order to acquire them. Are your students
getting that level of repetition? - Repetition reinforces learning.
101- Use redundancy to increase understanding and
retention - Redundancy means say the same thing again, but
differently. - Differently can mean
- From a different perspective.
- Using a different information channel (engaging
different senses). - With a different activity.
102BEFORE READING ACTIVITIES
- Use to stimulate prior knowledge.
- Use to generate interest in the reading.
- Use to begin repetitions.
103PREVIEW THE TEXT
- Definitions of difficult vocabulary
- Plot/story synopsis
- Descriptive list of characters
- Historical background
Students given previews made significant
improvements in both story comprehension and
recall.
104- Organize prior knowledge using semantic maps
- KWL charts
- Agree/disagree charts
- Anticipation guides
- Topic debates
- Questions
- Illustrations
- Guessing/predicting
105 106ASK QUESTIONS
- Announce topic. Students find out about the text
before reading it solely through questions. - The topic is
- Cubans can now do what to their homes?
107PERSONALIZE QUESTIONS
-
- If you are walking around a dark room, you need
to do it cautiously. Why? What are some other
things that need to be done cautiously? - Which of these things might be extraordinary?
Why? - A flying cow?
- A flying kite?
108NAME THE TOPIC
- C______ Y_____ B__________
-
- One way to do this is with a gratitude journal
in which you write down three to five things for
which you are currently thankful from the
mundane to the magnificent. Do this once a week
say on Sunday night. Keep it fresh by varying
your entries as much as possible.
109- __________ ______ ___ __________
-
- These should be both random and systematic.
Being kind to others, whether friends or
strangers, brings a cascade of positive effects
it makes you feel generous and capable, gives you
a greater sense of connection with others, and
wins you smiles, approval and reciprocated
kindness all happiness boosters.
110PORTRAY THE TEXT
- Display key concepts or summary on a wall
poster. (Priming) - Keep words, pictures or concepts prominently
posted. - Keep ongoing. Refer back to them frequently.
-
- Put up posters, signs and bulletin board
displays on a particular topic before its
introduced.
111JIGSAW THE TEXT
- Students each read a portion of the text.
Groups, consisting of one student from each
portion, gather to construct the whole text
either orally or with worksheets.
112ABC THE TEXT
- Give students topic of reading. They write one
word that they think might be in the text for
each letter or segment of letters of the
alphabet. - Can be done as a post-reading activity where
students write one word that pertains to what was
just read.
113DURING READING ACTIVITIES
-
- Active learning is better than passive learning.
Provide something for the students to do while
they are reading. - Pause frequently.
114- Help the reader summarize the story so far What
important things have happened that might help us
predict what happens next? - Model predictions I think something might happen
to Tom's favorite toy, it might break orwhat do
you think? - Ask questions that require the reader to predict
What if you were Tom (Russia, the President)?
What would you do? - Help the reader connect to important story
elements to make predictions Lots of other kids
wanted that toy, too, but there was only one. How
do they feel about that? What do you think they
might do?
115PREDICT THE TEXT
- What will happen next?
- TAKE NOTES ON TEXT
- Studies indicate that note-taking results in
greater recall of information.
When information is correctly reflected in notes,
students remember the information 78 of the
time without note-taking, the information is
remembered 34 of the time.
116DRAW THE TEXT
- Students draw pictures of what they understood
from the text. They use the pictures to retell
the story to a partner. - can be icons, symbols. - Students make poster to advertise their text.
- Students make Power Point presentation of the
text.
117- Draw pictures of vocabulary words.
-
- Introduce words with your own images ask
students to create their own images
Associating an image with a word is the best way
to learn it. Marzano 2001
118VIEW THE TEXT DIFFERENTLY
- Give students glasses with different colored
lens. Students view text from different points
of view - Negatively
- Positively
- Creatively
- Emotionally
- Factually change characters, locations
119COMPLETE THE READING
-
- Choral cloze teacher reads story and learners
supply missing words. -
- Dictation cloze learners hear story and write
in missing words.
120READ ALOUD
-
- Reading aloud has been found to increase
vocabularies when - students relate their existing knowledge to words
and ideas in the story. - teacher talk surrounds read-aloud activities.
121ARRANGE THE SENTENCES
- Write sentence(s) on index cards using new
words/concepts. -
- Students put the sentence(s) in order and write
them in their notebooks.
122READ THE TEXT ALOUD
- Paired reading both read one retells, other
listens and corrects both go back to reading to
check. - Mimicking or echo reading.
-
123CHANT THE TEXT
- Whole group choral response.
- Teacher says first part of sentence students
complete as a group. - MIME THE TEXT
- Students mime all or part of the text.
- Charades.
124CHOREOGRAPH THE TEXT
- Small groups of students summarize a key point
in a rhyming one-line review choreograph it and
present it to the class.
125Review material
- Complete a checklist
- Describe to partner who maps it out
- Group or pair discussion
- Compare/contrast
- Summarize or paraphrase
- Make a rhyme of key idea and teach to partner
- Create drawing
- Find similarities and differences
126- Group and regroup material into different
categories - Look at material from different point of view
- Critique the material
- Act out the material
- Rap the material
- Connect to what is known
127Factors affecting Retention
- Degree of student focus
- Length and type of rehearsal
- Students learning styles
- Influence of prior learnings
- Environmental factors
- Emotional factors
- Educational background
- Cultural background
128Retrieval
- If retrieval fails
- Are your students reflecting throughout the unit?
- Are you providing enough reinforcement and
feedback? - Are you varying your rehearsal strategies to meet
diverse learners? - Are you spacing your reviews appropriately?
129Match the original memory state
- Discrepancy between learning states and testing
states results in performance loss. -
- Try to match emotional states through testing
practice and replicate learning location to
improve chances for recall.
130- Conduct oral or written review daily and weekly.
- Present most important material first thing and
last thing. - Open and close class with 3 most important words
or concepts for the day. - Use music, props or costumes to introduce
concepts/words.
131- Create opening for controversial discussions to
engage students emotionally. - Have students share learnings with classmates.
- Teach whole before the parts.
132- Research on the brain has found that the brain
will change when three conditions occur
attention, repetition and intense exposure. - The individual needs to attend to a specific
experience, the experience must be repetitious,
and the exposure must be intense. -
- The brain typically does not respond with
significant, permanent change to casual
exposures. Single exposure to a new environment
is not sufficient enough to form a permanent
memory trace in the brain.
133- To own new information, three criteria are
necessary - Â
- Â 1.Reinforcing in preferred modality (visual,
auditory or kinesthetic) - 2. Reinforcing the right number of times (for
some once, for others it may be 20 times) - 3. Reinforcing a sufficient length of time (a
couple of seconds to several hours).
134Things to think about
- How can you make your content more meaningful to
your students? - What things can you do to make your instruction
more unique? - What activities can you do to provide for more
repetition? - What activities can you do to activate prior
knowledge?