Helping Students to Improve their Memory'sBased on the book How to Teach so Students Remember by Marilee SprengerAdapted by Terry Doyle Faculty Center for Teaching and Learning Ferris State University

Part OneFactors for Learning

Helping Students to Improve their Memory'sFactors for Learning - #1Frequency

Brain pathways build and grow strong by repeated exposure to learning

(The more one reads, the better reader one becomes. (Arendal and Mann, 2000)

Helping Students to Improve their Memory'sFactors for Learning - #2Intensity Most learning requires rigorous practice

A student will build brain support for a skill in a shorter period of time with an intensity of practice. (Arendal and Mann, 2000)

Helping Students to Improve their Memory'sFactors for Learning - #3 Cross training

Strong memory networks need connections teaching different kinds of skills and forms of recall enhance memory development. (Arendal and Mann, 2000)

Helping Students to Improve their Memory'sFactors for Learning - # 4Adaptivity

Teachers must monitor what is working in their teaching and adjust if something is not working. (Arendal and Mann, 2000)

Students must learn how to do the same with their learning

Helping Students to Improve their Memory'sFactors for L earning - #5Motivation and Attention

Vary teaching methods to keep interest(Arendal and Mann, 2000)

Find out what is motivating your students and use it to enhance learning and recall

Part Two7 Steps of the Learning / Memory Cycle

7 Steps of the Learning / Memory Cycle Step OneReaching the StudentsStudents must be active in their pursuit of learning

The dendrites of a brain cell grow when the person is actively engaged in learning.(Goldberg,2001)

There is only active learning

7 Steps of Learning & Memory Cycle Step TwoReflect

Lingering over learning is key to memory connections and higher levels of thinking(K. Marshall, N. Rogers, Ludington & Graham 1997)

Reflection leads to an awareness of connections to prior knowledge that originally did not occur to the learnerthe more connections the greater chance of recall

7 Steps of Learning & Memory Cycle Step ThreeRecode

For students to take the information and make it their own (put the information in their own words) is the key to organizing information in the brain.

Information is better remembered if recoded, it has a greater connectability.

Our students are most familiar with their own language.

7 Steps of Learning & Memory Cycle Step FourReinforce

Recoding tells the teacher if students understand the information.

If they did not, then feedback can be given to help in this memory formation.

7 Steps of Learning & Memory Cycle Step FiveRehearseBoth rote and elaborative rehearsal can be used to create long-term memory

Many different ways of rehearsing can be used mapping lecture notes is an excellent form of rehearsal

Sleep is also required for long-term memory formation

7 Steps of Learning & Memory Cycle Step SixReviewReview is all about retrieval of a memory and using the information (by using working memory) to answer questions and solve problems.

Once used, the information is returned to long-term memory strengthening its place--each time information is recall the potential for it to be recall in the future is strengthened (this is call Long Term Potentiation) (LTP)

7 Steps of Learning & Memory Cycle Step SevenRetrieve

Retrieval depends on the type of cues given

The more varied the review process, the better prepared students will be.

Attention is Necessary for Learning

Novelty is a big part of getting students to attend (Ratey, 2001)

Part Three Emotion and LearningAttention is Necessary for Learning

Attention is Necessary for Learning

Choice is a key to keeping students attention (Glasser Choice Theory)

Humans seek to be in control, they need freedom and power.

Giving students input to power and control makes them feel good. Builds trust and increases engagement

Our students have learned how to be motivated

The expectations we create as teachers can significantly influence students motivation Brophy - 1987

Attention is Necessary for Learning

Emotion and Memory

Emotional arousal organizes and coordinates brain activity (Bloom, Beal & Kupfer 2003)

When the amygdale detects emotions, it essentially boosts activity in the areas of the brain that form memories (S. Hamann & Emony, UN.)

Emotional HooksEmotions are contagious so teachers need to be excited about what they teach(Lewis, Amini & Lannon 2000)Examples:Dress the Part Costumes of characters get students attentions www.missem.com/historical/ images/day-group.jpg

Emotional HooksMusic has emotional anchors. Use it to aid memory formation

Stories are powerful the brain loves stories use them to illustrate learning. (Caine and Caine)

Make students take a side or a position on an issue this can arouse emotions

Part Four Teaching and Learning Strategies

Advanced OrganizersAdvanced organizers are powerful instruments for focusing students attentionExamples:~Agree-Disagree Chart~Helps emotions and helps illustrate concepts

AgreeDisagreeFaculty should get fully paid health careFaculty should pay some cost for their health care

Advanced OrganizersSimilarities and Differences (the most familiar pattern to students)

How is the war in Iraq similar to the Vietnam war?

How does it differ?

Advanced OrganizersMind Maps: show relationships in various ways and levels

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Learning StylesStudents need to know their preferred learning style as a way to enhance how they put information into long-term memorywww.learning-styles-online.com/ images/memleti...

Make Learning RelevantThe brain seeks patterns it looks to connect new information to patterns already stored in long-term memory. If there is no connection the information is easily dropped. (Ratey 2002)www.uri-geller.com/ pics/e4.jpg

Make Learning RelevantStudents perform better when they are provided with criteria, models and examples that clearly illustrate our expectations (Schmoker, 1999)

Example:Brainstorming lets students tell what they already know this provides the hooks to hang the new information on.

Advanced Preparation

Students need to know that doing the advanced preparations teachers ask (homework, reading or review of notes) activates the prefrontal cortex of the brain. This is the area that performs higher level functions it ensures better performance in learning new material.

Reflect on what has been TaughtReflection is a habit that needs to be learned As students reflect on new learning their brains search patterns already learned for connections

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Pause Time and Reflection

Short pauses 3 10 seconds send the message Think about it some more

Reflection leads to new understanding

Reflection happens in the frontal lobes this is the executive part of the brain

Students gradually learn how they best learn and remember. This is greatly enhanced by reflection.Reflect on what has been Taughtccdf.ca/NewCoach/english/ newimages/Module%20D...

ReflectionQuestioning is at the heart of reflectionStudents need to ask themselves questionsExamples:Why do I believe this?Why did I get this wrong?How do I know this is the right answer?How does my behavior affect others?

Visualize the Information as ReflectionUsing your visual/spatial intelligence allows for multiple coding (more than one sense) of new information

I look at the map in my memory and see the answer

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Journaling helps ReflectionWriting about an experience provides a feeling of control

Journal about:I learnedI want to learn more aboutI likedI did not understand

Collaborate when ReflectingLearning with others for some is a great way to imbed information into long-term memory but they must want to help each other www.wildcatnet.lester-ms.pac.dodea.edu/ SIP/im...

Recoding Activities are a Key to RecallYou dont know anything clearly unless you can state it in writing(SI Hayakawa)

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Recoding Activities are a Key to RecallRecoding is about having students put the information into their own words using their multiple sensory pathways

Recoding allows information to be organized around more familiar patterns our own language

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Recoding Activities are a Key to RecallIf students cant put it into their own words they dont really get it

If you dont get it you cant analyze it, apply it, etc.

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Assign Activities that force Rehearsal of InformationTo get information into long-term memory it must be rehearsed

Humans remember sometimes to a very specific cue this is called limited memory

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Assign Activities that force Rehearsal of InformationTo recall information without a cue at all, it must be stored in many areas of the brain for some learners this can take a very long time (Siegel, 1999)

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Rote Rehearsal

Rote rehearsal is effective when information will be used in the same format or context as the rehearsalmoonjumpers.com/christopher/ thirty_four_month...

Elaborative RehearsalElaborative rehearsal relies on creating meaning meaningful information is more memorable connects to what is already stored.www.lyonhealy.com/hall/ Hall%20pics/Hi%20res%2...

RehearsalUntil memories are consolidated in the brain, they are retrieved via the pathway where they were stored only when consolidated can information be recalled without cues or triggers

Understanding DOES NOT = long term memory formation

RehearsalCramming especially staying up late and getting less sleep does not lead to memory of the information except for a short period of timewww.normanrockwellvt.com/ Plates/Cramming.JPG

Value of HomeworkStudents that do homework that reinforces learning and applies to information learned, earn 25% gains in test results if the homework is graded the increase reaches 30%. (Marzano, Pickering & Pollack, 2001), Brown & Cocking, 1999)www.hasslefreeclipart.com/.../ homework.gif

Have Students Practice and Review and PracticeOften Students dont know what they dont knowwww.niehs.nih.gov/ kids/images/homework.gif

Curve of ForgettingThe graph displays the average amount of information lost from a one hour lecture when no review takes placeClick the next slide and see what happens when review is used

Review~90% retentionwith 4 reviews.~25% retentionwith no reviews.

Have Students Practice and Review and PracticeKeely 1997 study found textbook material was lost from memory54% was recalled after one day

35% was recalled after seven days

21% was recalled after fourteen days

8% was recalled after twenty-one days

ReviewThe key to effective review is to begin as soon as information is received and to review it every 1-2 days through out the whole course

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ReviewGiving frequent quizzes and tests that cover all of the previous material (cumulative) is a way to force review

NOTE Students need to be taught how to take your tests a practice test should be given to familiarize students with your testing style.

Review and MemoryEach time a student accesses a memory, he/she is more likely to be able to access it again--LTP

Asking students to recall their conceptual understanding of an idea and apply it in a different context will reinforce their critical thinking skills

Students must Practice Retrieving InformationThe brain draws on the connections it can make from current situations (the cues available)

Brains logically access memories that are useful, have been repeated and require the least effort! (Pinker, 1999)

The Brain and Retrieval Because the brain works systematically in this way, the steps outlined in this memory presentation are key for students to recall the information they need

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Retrieving Memories

Wanting to remember something for later recall, aids its lasting ability (Squire & Kandel, 1999)

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Retrieving MemoriesThe availability of the memory may depend on the strength of the cue provided

We tend to store memories bye similarity, but retrieve by difference. (Sousa, 2001)

Retrieving MemoriesIt is fairly easy to give students False memoriesNeurons organized in the brain around concepts will react when language or images similar to that concept are stimulated

Retrieving MemoriesMultiple choice and true/false tests can easily lead to false memories

Test questions, answers and distracters can activate memory systems that confuse and cause mistakes

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Retrievals Effect on MemoryMemories are constructed each time you recall a memory it changes The context of the recall The reason for the recall, (to add new learning to a memory) The time between recallsall can AND do (slightly) change the memory

The EndA Special thanks to Jennifer Cox for her help in putting this PowerPoint show together

ReferencesReferences1. ATHERTON J S (2004) Teaching and Learning: Deep and Surface learning [On-line] UK: Available: http://www.learningandteaching.info/learning/deepsurf.htm 2. Brooks, J. and Martin. In search of Understanding: The Case for the Constructionist Classroom, 19993. Bjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J. Metcalfe & A. Shimamura (Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press.4. Bloom, Benjamin S. (Ed). (1956). Taxonomy of Educational Objectives: The classification of Educational Goals. Handbook I. Cognitive Domain (pp. 201- 207). New York: McKay.5.Elizabeth Campbell Teaching Strategies to Foster "Deep" Versus "Surface Learning, Centre for University Teaching( based on the work of Christopher Knapper, Professor of Psychology and Director of the Instructional Development Centre at Queens University in Kingston, Ontario

References6. Covington, M. V. (2000) Goal , theory motivation and school achievement: An Integrated review in Annual Review of Psychology ( pp 171-200)7. Caine, Renate; Caine, Geoffrey. Education on The Edge of Possibility. Alexandria, VA: Association for Supervision and Curriculum Development, 1997.8. Dweck, Carol (2000) Self Theories: Their roles in motivation, personality and development. Philadelphia, PA Psychology Press9. Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY, Grosset/Putnam10. Diamond, Marion. (1988). Enriching Heredity: The Impact of the Environment on the Brain. New York, NY: Free Press. 11. Damasio AR: Fundamental Feelings. Nature 413:781, 2001.12. Damasio AR: The Feeling of What Happens: Body and Emotion in the Making of 13.Consciousness, Harcourt Brace, New York, 1999, 2000.

References14 .D. O. Hebb,1949 monograph, The Organization of Behaviour15. Sylwester, R. A Celebration of Neurons An Educators Guide to the Human Brain, ASCD:199516. Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 199917.How People Learn by National Research Council editor John Bransford, National Research Council, 200018. Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 200119. Hagen, A. S. & Weinstein, C. E. (1995) Achievement goals, self-regulated learning and the role of classroom context. In P.R. Pintrich ( ed.) understanding self-regulated learning( pp. 43-55) San Francisco, CA: Jossey Bass20. Kolb, D. A. (1981) 'Learning styles and disciplinary differences'. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass.21. Magnusson, J. L., & Perry, R. P. (1989). Stable and transient determinants of students' perceived control: Implications for instruction in the college classroom. Journal of Educational Psychology, 81, 362-370.

References22. Ratey, J. MD :A Users Guide to the Brain, Pantheon Books: New York, 200123. Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia24. Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 200225. Penny, W.G. Jr. (1981). Cognitive and ethical growth: the making of meaning. In A. Chickering (Ed.), The modern American college. San Francisco: Jossey-Bass, Inc.26. Milton, O. , Pollio, H. R.,& Eison, J. ( 1986) Making sense of college grades, San Francisco, CA: Jossey Bass27. Perry, R. P., Magnusson, J. L. (1987). Effective instruction and students' perceptions of control in the college classroom: Multiple lectures effects. Journal of Educational Psychology, 79, 453-460.28. Steinberg, L. (with Brown, B. B, & Dornbusch, S.M.)(1996) Beyond the classroom: Why school reform has failed and what parents need to do. New York, NY: Simon & Schuster.29. Stevenson, H.W., & Stigler, J. W. (1992) The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York, NY: Simon and Schuster.30. Tagg, John. The Learning Paradigm College. Anker Publishing , Bolton MA 200331. http://www.istpp.org/enews/2002_05_30.html Alarik Arenander and Fred Travis