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- ACDV B70E -
Memory Strategies for
Academic Success
Bakersfield College
Fall 2016
1
Table of Contents Day 1: Introduction to Memory ...................................................................................................... 3
Warm Up ..................................................................................................................................... 2
Memory Evaluation ................................................................................................................. 2
In Class Activities ......................................................................................................................... 3
What is Memory?.................................................................................................................... 3
Memory Process ..................................................................................................................... 4
Information Processing Model ............................................................................................... 6
Types of Memory .................................................................................................................... 7
Adult Learning Cycle ............................................................................................................... 8
Homework #1 .............................................................................................................................. 9
Personal Evaluation, Review, and Reflection ......................................................................... 9
Memory Video Notes ............................................................................................................ 10
Day 2: Repetition and Traditional Memory Aids .......................................................................... 11
Warm Up ................................................................................................................................... 12
Improving Your Memory ....................................................................................................... 12
In Class Activities ....................................................................................................................... 13
Preparing to Memorize ......................................................................................................... 13
Forgetting Curve ................................................................................................................... 16
Repetition.............................................................................................................................. 17
Classification and Grouping .................................................................................................. 18
Homework #2 ............................................................................................................................ 18
Personal Evaluation, Review, and Reflection ....................................................................... 19
Memory Video Notes ............................................................................................................ 20
Day 3: Imagery and Associations .................................................................................................. 21
Warm Up ................................................................................................................................... 22
Styles of Learning Quiz .......................................................................................................... 22
In-Class Activities ...................................................................................................................... 24
Learning Styles ...................................................................................................................... 24
Visualization .......................................................................................................................... 26
2
Graphic Organizers ................................................................................................................ 27
Mind Map Practice ................................................................................................................ 28
Foldables ............................................................................................................................... 29
Associations .......................................................................................................................... 31
Homework #3 ............................................................................................................................ 32
Personal Evaluation, Review, and Reflection ....................................................................... 32
Memory Video Notes ............................................................................................................ 33
Day 4: Mnemonics ........................................................................................................................ 34
Warm Up ................................................................................................................................... 35
Memory Assessment............................................................................................................. 35
In-Class Activities ...................................................................................................................... 36
Mnemonics ........................................................................................................................... 36
Acrostics and Acronyms ........................................................................................................ 37
Word Associations ................................................................................................................ 38
Storytelling ............................................................................... Error! Bookmark not defined.
Method of Loci ......................................................................... Error! Bookmark not defined.
Homework #4 ............................................................................................................................ 41
Create a Mnemonic for Class ................................................... Error! Bookmark not defined.
Memory Video Notes ............................................................................................................ 42
Warm Up ................................................................................................................................... 44
Theme Songs ............................................................................ Error! Bookmark not defined.
In-Class Activities ...................................................................................................................... 45
Music and Memory ............................................................................................................... 45
Music and Learning ............................................................................................................... 47
Rhythm ..................................................................................... Error! Bookmark not defined.
Educational Songs .................................................................... Error! Bookmark not defined.
Movement ................................................................................ Error! Bookmark not defined.
Total Physical Response ........................................................................................................ 52
Homework #5 ............................................................................................................................ 53
Study to Music ......................................................................... Error! Bookmark not defined.
Final Project .................................................................................................................................. 54
3
Day 1:
Introduction
to Memory
2
Warm Up
Memory Evaluation
Complete this memory valuation as you wait for class to begin. Write your discoveries at the
bottom.
1. Look at the screen (or handout). Read the words listed.
2. Can you remember your current telephone number and address? YES or NO
3. Can you remember what you had for your last meal? YES or NO
4. Have you forgotten to take a dose of your medication during the past week? (If you’re not taking medication, check “No”)
YES or NO
5. Have you misplaced your keys, wallet, purse, eye glasses, or phone during the pas week?
YES or NO
6. Without using paper or other device (or asking a neighbor), calculate 13 x 4.
_______
7. Have family or friends told you that you repeat yourself in conversations?. YES or NO
8. Look at the screen (or handout). Look at the images listed.
SELF-AWARENESS: Discuss your feelings about your levels of reading vocabulary, writing
vocabulary, and speaking vocabulary. What are your weak points and strong points?
WHEN ASKED TO DO SO:
Write the words you read earlier.
How many different images were presented?
3
In Class Activities
Use the presentation to complete your notes.
What is Memory?
Memory is not the same as intelligence. You can develop a strong memory! Certain techniques may help improve your memory!
The word “memory” comes from the Latin word memoria or memor which means ‘mindful, remembering.’ Without memory, intelligent behavior cannot occur and relationships could not be formed. Memories are formed by chemical and physical changes in the brain. There are billions of neurons in human brains. How these neurons interact and what these neurons do determine what we remember.
Scientists, psychologists, and philosophers study memory to come up with various memory models hoping to explain how memory works, how to manipulate it, and how to improve it. One of the first memory models, the Atkinson and Shiffrin Model, described three main parts: encoding, storage and recall. Over the years, different models and explanations have been explored. In this class, we will look at several models, but all of them are related to three parts first described in 1968.
Encoding: This part deals with how memories first enter our brain.
Storage: Memory is stored in two key locations: short-term memory and long-term memory.
Recall: When we remember a memory, we are recalling it.
Review: Draw a diagram below that illustrated the Atkinson and Shiffrin Model.
4
Memory Process
Directions: Read the passage and answer the embedded questions.
In the academic and professional realm, the memory process involves five main steps.
These steps should be taken when you are purposefully trying to remember something. For
example, studying key concepts for an upcoming test, information about a company you are
interviewing for, or the main points of a presentation you are preparing for.
1. Intention – You should prepare your mind to remember something, especially when it is
significant to your success. If you are memorizing with intention, or intentionally
memorizing something, you should be interested in and willing to learn the topic.
Negative self-talk and excuses make learning and memorizing a subject more difficult.
How does your attitude about a subject relate to whether or not you remember it?
2. Attention – When you are learning a new (or old) topic, you should be attentive and
concentrate on the topic at hand. Multi-tasking will decrease your ability to remember
the material. Your whole mind should be focused on the topic. Even your emotions
should be managed so that you are in a mental state ready to receive information.
Compare situations when you have been attentive and inattentive about learning.
3. Association – The material you are trying to learn should always be connected to
something. Unconnected material often gets lost in your memories and is harder to
recall. Try to connect the new material to old material you have learned. You can also
connect the new material to material you are learning elsewhere or material you hope
to learn in the future. Finding similarities and differences, grouping ideas, or associating
example and applications make the material you learn more meaningful and better
stored in your long-term memory.
Why would it be helpful to outline an entire chapter rather than one single page?
5
4. Retention – Practice makes perfect. The more you interact with new memories, the
better you retain it, and the more efficiently you can recall it from long-term memory. If
often takes repetition to learn your multiplication facts, or the elements of the periodic
table. Not only is it important to repeat the information you are leaning, but you should
try multiple ways to practice something. To learning the functions and parts of a pant
cell, it may be helpful to draw diagrams, make flash cards, create models, or match key
terms and functions.
How does retention relate to memorizing the main topics of a class lecture?
5. Recall – Once you have store information in your long-term memory, it usually does not
become useful until you recall it. Repeating the cycles will help strengthen memories.
The stronger memories are, the quicker you can recall them. Share your knowledge,
help other students learn it, practice it, connect it to other information, and visualize it.
Focus on remember the “sum,” instead of the “parts”.
How many memories do you have of yoga? Talk with someone next to you. Compare the
numbers of memories you have with how well you remember it. Discuss how this can
relate to your academic life.
Questions to ask when memorizing something…
Do I want to remember?
Do I have a positive attitude about the information?
Have I eliminated distractions?
Have I organized the material/information?
Have I used multiple techniques to store and practice the information?
Have I planned when and where I will review the information?
6
Information Processing Model
With the advent of the internet, a storage that relates to technology was developed.
The human brain is similar to a computer in terms of story and using memory. In humans,
information is received from the environment through our five senses. We do not transfer all of
information to our short-term memory. We forget or do not process a lot of it. Unless we
rehearse the items in our short-term memory, we typically cannot transfer them to long-term
memory. When we need to, we can retrieve items from long-term memory. The more we
practice and recall memories, the stronger the memory gets. Below is a diagram that illustrates
the model.
Sensory Input:
Humans have five sense: sight, smell, touch, taste, and hearing. We acquire information
from the environment using these senses. In addition, emotional responses help create
memories, but they can also distort them.
We learn:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss with others
80% of what we do and experience
95% of what we teach others
Directions: Compare your responses to the following questions. Do you notice a pattern?
Do you remember: How to open a can of tuna? Where you were on 9/11? The name of your
Science textbook from 4th grade? How to solve the equation: 4x + 11 = 23? Your first kiss?
7
Types of Memory
Our memories can be separated into two different forms: short-term (or working)
memory, and long-term memory. Our long-term memory can be further divided into explicit
(conscious) and implicit (unconscious) memory. Each of these types of memory can be further
split into a total of four types of memory. Explicit memory can either bet episodic or semantic.
Episodic memory is the memories of life’s events, our feelings, emotions, and interpretations of
what happened. Semantic memory, on the other hand, is the memories of facts, concepts, and
knowledge about the external world. Semantic memory must be studied and intentionally
memorized. Implicit memory is the memory we do not need to rehearse. Procedural memory,
a type of implicit memory, is skills that we no longer have to practice, like riding a bike, playing
a trumpet, or texting. Priming, the other type of implicit memory, is memory that can easily be
brought to short-term memory once it is “primed” or triggered.
Directions: Write an example of each type of memory.
Short- Term Memory
Episodic Memory
Semantic Memory
Priming
Procedural Memory
8
Adult Learning Cycle
Adults learn differently than children. Adults bring experiential knowledge of the world,
the ability to think abstractly, and a desire to applying their knowledge. Children do not. Below
is an illustration of the adult learning cycle.
Directions: Think of a topic you are trying to learn. Maybe its how to improve your memory.
Answer the questions for each stage in the cycle.
1. RELATE. Why do I want to learn this?
2. OBSERVE. How does this work?
3. REFLECT. What does this mean?
4. DO. What can I do with this?
5. TEACH. Whom can I share this with?
Observe
Reflect
Do
Teach
Relate
9
Homework #1
Personal Evaluation, Review, and Reflection
Personal Evaluation:
1. Look at a photo for 1 minutes.
2. Without looking back, write down the details you remember.
3. Compare your list of details with the photo.
a. What details did you remember? Colors? Faces? Clothing?
b. What details did you remember?
c. Did you remember the obvious things or did you remember the subtle details?
d. Why do you think those were the details you remembered?
Review:
1. Why is intending to remember important to improving memory?
2. What is the purpose of reviewing information often?
3. Describe the three main parts of memory.
Reflection:
1. How will you use your memory skills in the classroom?
2. How will you demonstrate your memory skills for future employers?
3. Which of the following skills do you currently use? Which can you improve?
Preparing emotionally, mentally, and physically to prepare
Creating a willingness to remember
Determining what information to remember and organizing it
Linking new material with information you already know
Reviewing and practicing
10
Memory Video Notes
Watch two videos from the list below. Take notes as you watch the videos. Write at least 8 facts
and 2 “Ah-ha” moments for each video. Be prepared to share your “ah-ha” moments with
classmates.
Information processing model: Sensory, working, and long term memory:
https://www.khanacademy.org/science/health-and-medicine/executive-systems-of-the-
brain/memory-2014-03-27T18:40:29.837Z/v/information-processing-model-sensory-working-
and-long-term-memory
Memory reconstruction, source monitoring, and emotional memories:
https://www.khanacademy.org/science/health-and-medicine/executive-systems-of-the-
brain/memory-2014-03-27T18:40:29.837Z/v/memory-reconstruction-source-monitoring-and-
emotional-memories
How we make memories – Crash Course Psychology #13:
https://www.youtube.com/watch?v=bSycdIx-C48
Remembering and forgetting – Crash Course Psychology #14:
https://www.youtube.com/watch?v=HVWbrNls-Kw
11
Day 2:
Repetition and
Traditional
Memory Aids
12
Warm Up
Improving Your Memory
In this class, we will go over several strategies to help you improve your memory. Below is a list
of 10 techniques that may enhance your memory. Read through the list. Choose one technique
to analyze. Use past memories and knowledge to make an educated guess about what that
technique would look like in one of your classes. Try to compare your educated guesses with
your classmates until you have each of the 10 techniques figured out.
1. Be flexible and try various strategies
2. Overlearn and use all your senses
3. Schedule, Organize, reduce distractions
4. Rephrase and Explain
5. Eliminate previous mistakes and unrelated associations
6. Go from general to specific
7. Prioritize information
8. Get emotionally involved
9. Utilize mechanical memory aids
10. Study in short sessions
13
In Class Activities
Use the presentation to complete your notes.
Preparing to Memorize
In order to receive and store information optimally, you must be in the proper mindset.
This means you need to prepare yourself emotionally, mentally, and physically to start the
memorization process. Keep in mind four main components of a proper mindset: get organized,
concentrate, focus, and eliminate distractions.
Directions: Read through the descriptions of each component and complete the
accompanying reflection questions.
GET ORGANIZED:
If you spend time looking for lost items or assignments, you’re causing yourself unnecessary
stress. You can prepare your clothes, lunch and backpack the night before. Place your keys in
the same place every day, have a designated space for important records, and keep coursework
filed neatly. In addition, having one or two designated spaces for school work will help create
consistency and reinforce goo study habits. Keep this space clean and organized to help
eliminate distractions and reduce stress. If you have kids, this can be the perfect opportunity to
practice organization skills together.
Concentrate:
To retain information, you need to concentrate on the information. You cannot concentrate on
an empty stomach or on two hours of sleep or with a sick, crying toddler in your lap. Keeping
yourself healthy, emotionally, mentally, and physically, will help you contrite better. You may
be able to control some external factors, like your diet, how late you stay up socializing, or
What is ONE organization skill you already practice? What is ONE organization skill you can
practice more often?
14
watching television. Incorporating daily exercise, getting enough sleep, and attending to health
concerns are some strategies to staying healthy enough to concentrate. Other factors, like an
empty fridge or a hectic work schedule, you may not be able to control. Your school offers
several support resources that can help you alleviate some burdens that are keeping you from
concentrating.
Focus:
You probably have a long “To Do” list every day. If you try to complete, or think about, all tasks
at once, you can get distracted and discouraged. Prioritize your tasks and the information you
need to memorize. Focus on one or two tasks until they are complete. Breaking down tasks into
mini-tasks will help. For example, if you need to write an essay for a class, separate the
assignment into several smaller tasks like (a) set up the MLA format, (b) create an outline, (c)
write an introduction and conclusion, etc. Remember to leave yourself plenty of time to
complete assignments or to study for upcoming tests. This will help lower your stress levels and
allow you to memorize more effectively.
What is ONE way you are maintaining your health? What is ONE lifestyle change you can
make to become healthier? List as many support resources you know of at your school that
can help you prepare emotionally, mentally, and physically.
Practice prioritizing your “To Do.” Find one or two tasks you can focus on today. If the task
you chose is a big task, break it down into smaller, mini-tasks.
15
Eliminate Distractions:
Distractions come in many forms. Some we can avoid, some we introduce to ourselves, and
other we have no control over. With mobile technology available, it is easy to get in the habit of
constantly checking for texts, keeping your headphones on to listen to the latest music, or
opening YouTube while typing an essay. These are examples of distractions you give yourself
and can easily avoid. For example, set aside a quiet time to study without a cell phone. When
you are invited to a party or movie, you can prioritize your time. Finish your task if you can. If
you decide to go when you are done, make sure you still have time to complete other tasks, if
you have any, and still go to sleep at a reasonable time. Distractions we cannot avoid come in
all sizes. For example, getting a flat tire on the way to class, getting a phone call to pick up your
feverish kid from daycare, or finding out you have a pop-quiz are unavoidable distractions that
may or may not have quick resolutions. On the other hand, hearing that a sick parent has a turn
for the worse or the company you just got a job with is shutting down are more complex
circumstances that need to be handled on an individual level.
Do you distract yourself when studying? How can you eliminate these distractions? What
are some alternative plans you have for distractions involving transportation, daycare, or
school? What are your priorities involving school, family, finances, and health?
16
Forgetting Curve
Humans have a forgetting curve concerning newly learned information. Over time, we
forget what enters our brain through our senses. If we do not review newly received
information, we have a lower success rate of memorizing the information. The more we review,
the better our chances of recalling information. Below is a graph illustrating the forgetting
curve of an average person.
Directions: Analyze the graph above and answer the following questions.
1. If you do not review material after your first encounter, how many days will it take to
forget 40% of the material?
2. If you review material once after your first encounter, how many days will it take to
forget 40% of the material?
3. Predict your retention rate if you review the material five times after your first
encounter.
17
Repetition
One traditional memorization method is repetition. Repetition is the action of repeating
something that has already been said or written. There are several ways to memorize
information using repetition. You can write it, type it, read it, say it, or sing it over and over.
Explaining the information to other people is another way to reinforce the material and help
others. Using tools like flash cards and memory matching games can be a fun alternative.
Some skills are best learned through repetition. For example, sports, music, and
hobbies, are all skills that most people willingly repeat because they enjoy the practice or see
some immediate results. Basic arithmetic, technology, reading, and writing skills are cognitive
skills that only improve with practice. Facts like phone numbers, names, speeches, dates, and
vocabulary can also be memorized through repetition.
Focus on the parts and the whole. But, do not try to memorize everything at once.
Choose the most important skills and focus on those. Choose the skills that you have not been
able to understand in the past. Reinforce the new learning using multiple methods.
Directions: Analyze your past uses of repetition by discussing the following questions with the
classmate next to you.
1. Think of a time when you learned how to play a musical instrument, or how to play a
sport, or a new hobby. Did you use a form of repetition? If so, how well did it work?
2. Think back to when you (or your child) first learned how to read or write. Did you use a
form of repetition? If so, how well did it work?
3. Think about the last quiz or test you studied for where you had to memorize facts,
concepts, or skills. Did you use a form of repetition? If so, how well did it work?
18
Classification and Grouping
Another traditional memory improvement strategy is classification. Classification is the
act of distributing things into classes or categories of the same type. Think about the last time
you were in a grocery store or department store. Were the items groups by type? Color? Size?
Were similar items next to each or scattered throughout a particular space? How easy was it to
find what you were looking for? It is typically easier to find things when they are grouped
together by some easily recognizable similarity.
We see some form of classification and grouping (also called clustering) in the world
every day. However, we do not often think to group and classify our memories. When we do
this, we create a sort of filing system for our brain. We make connections stronger and easier to
find when we need to recall memories.
Our working (or short-term) memory holds only about 5 to 7 bits of information at any
given time. For example, you can remember a 7-digit phone number because it consists of 7
pieces of information. Chunking information allows you to hold more pieces of information in
you working memory at once.
Memorizing a sequence of 21 letters may seem like a daunting task.
M T V N B C C N N C B S F O X P B S A B C
However, when the letters are grouped together to form 7 bits of information, the task
seems more reasonable.
MTV NBC CNN CBS FOX PBS ABC
Directions: Group the words below. When instructed, compare your groupings with your
classmates and as a whole class. What differences and similarities did you notice? Why do
you think that is?
19
Homework #2
Personal Evaluation, Review, and Reflection
Personal Evaluation:
1. Go to quizlet.com. You may create an account if you would like, but it is not necessary.
2. Search for a flash card set that is relevant to you. For example, if you need to learn psychology terminology you might search "psych terms" or if you need to learn your multiplication facts, you might search for "times tables."
3. Spend 20 to 30 minutes studying the flash cards you picked.
a. What was the name of the flash card set you chose?
b. How well (on a scale from 1 to 10) did you remember the terms you chose.
c. Would you use this tool again in the future?
d. Would you change anything the next time you studied with flash cards?
Review:
1. What types of information would you use repetition strategies to memorize?
2. Describe at least three different preparation techniques you should consider as you being
the memorization process.
3. Why is it important to review material more than once? Think about the Forgetting Curve.
Reflection:
1. How will you use your memory skills in the classroom?
2. How will you demonstrate your memory skills for future employers?
3. Which skills from the section do you currently use? Which can you improve?
Repetition
Chunking
Memory games
20
Memory Video Notes
Watch two videos from the list below. Take notes as you watch the videos. Write at least 8 facts
and 2 “Ah-ha” moments for each video. Be prepared to share your “ah-ha” moments with
classmates.
Encoding strategies: https://www.khanacademy.org/science/health-and-medicine/executive-
systems-of-the-brain/memory-2014-03-27T18:40:29.837Z/v/encoding-strategies
Decay and interference: https://www.khanacademy.org/science/health-and-
medicine/executive-systems-of-the-brain/memory-2014-03-27T18:40:29.837Z/v/decay-and-
interference
The art of memory: Daniel Kilov at TEDx Macquarie University:
https://www.youtube.com/watch?v=VQKt58kuEnk
Peter Doolittle: How your “working memory” makes sense of the world:
https://www.youtube.com/watch?v=UWKvpFZJwcE
21
Day 3:
Imagery and
Associations
22
Warm Up
Also available on kahoot.it
Styles of Learning Quiz
Three different styles of learning exist, maybe more. Take the short quiz below and tally your score to see which type of learner best suits your style. 1. What kind of book would you like to read for fun? A. A book with lots of
pictures in it B. A book with lots of words
in it C. A book with word
searches or crossword puzzles
2. When you are not sure how to spell a word, what are you most likely to do? A. Write it down to see if it
looks right B. Spell it out loud to see if it
sounds right C. Trace the letters in the air
(finger spelling)
3. You’re out shopping and waiting in line to pay. What are you most likely to do while you wait?
A. Look around at other items on the racks
B. Talk to the person next to you in line (or on the phone)
C. Fidget or move around a lot
4. When you see the word “cat,” what do you do first? A. Picture the cat in your
mind B. Say the word “cat” to
yourself C. Think about petting the
cat or hearing it purr
5. If you went to a school dance, what would you be most likely to remember the next day? A. The faces of the people
wo were there B. The music that was played C. The dance moves you did
and the food you ate
6. What’s the best way for you to study for a test? A. Read a book or your
notes and review pictures and charts
B. Have someone ask you questions that you can answer out loud
C. Make index cards or flash cards that you can review
7. What’s the best way for you to learn how something works (like a computer or video game)?
A. Get someone to show you
B. Read about it or listen to someone explain it
C. Figure it out on your own
8. What do you find most distracting when you are trying to study? A. People walking past you B. Loud noises C. An uncomfortable chair
9. When you are angry, what are you most likely to do? A. Put on your “mad” face B. Yell and scream C. Slam doors
10. When you are happy, what are you most likely to do?
23
A. Smile from ear to ear B. Talk up a storm C. Act really hyper
11. When in a new place, how do you find your way around? A. Look for a map that
shows you where everything is
B. Ask someone for directions
C. Starting walking around until you find what you’re looking for
12. Of these three classes, which is your favorite? A. Art B. Music C. Gym/PE
13. When you hear a song on the radio, what are you most likely to do? A. Picture the video that
goes along with it B. Sing or hum along with
music C. Start dancing or tapping
your foot/finger
14. What do you find most distracting when in class? A. Lights that are too bright
or too dim B. Noises from the hallway
or outside the building C. The temperature being
too hot or too cold
15. What do you like to do to relax? A. Read B. Listen to music C. Exercise (walk, run, play
sports, etc)
16. What is best way for you to remember a friend’s phone number A. Picture the numbers on
the phone as you would dial them
B. Say it out loud over and over
C. Write it down or store it in your contact list
17. If you won a game, which of these three prizes would you choose? A. A poster for the wall B. A music CD or download C. A sports item (football,
volleyball, etc)
18. Which would you rather go to with a group of friends? A. A movie B. A concert C. An amusement park
19. What are you most likely to remember about new people you meet? A. Their face but not their
name B. Their name but not their
face C. What you talked about
with them
20. When you give someone directions to your house, what are you most likely to tell them? A. A description of
landmarks they will pass on the way
B. The names of the roads or streets they will be on
C. “Follow me – it’ll be easier if I just show you”
Add up the amount of As, Bs, and Cs, you chose.
A = __________ B = __________ C = __________
24
In-Class Activities
Use the presentation to complete your notes.
Learning Styles
The three most referred to learning styles are visual, auditory, and kinesthetic. These
are the most general styles. More learning styles exists, like tactile, linguistic, and logical. It is
important to know which learning styles work for you, but also how to identify the learning
(and teaching) styles of others. If you are a kinesthetic learner but your instructor is a visual
learn (and probably teacher), you may need to find new ways to learn and study the material.
Moreover, you are a college student now, younger sibling, cousins and your children may look
to you for help. Knowing their learning style can help you mentor them.
Directions: Read through each description. Then, write two or three learning and study tools
they may benefit from. Be as specific as possible.
Visual
Visual learners (also called spatial) use imagery and visualizations to think, learn, and memorize.
Images, color, and other visual media help this type of learners. The layout or spatial
organization of your books, notes, and workspace should be considered when studying a topic.
Graphic organizes (like mind maps) will help you start a project or review a concept.
Associations involving images and color work best.
1.
2.
3.
Auditory
Auditory learners (also called aural) use sound, rhyme, and music to think, learn, and memorize.
The sounds in the environment you learn and study in should be monitored so they are
conducive to your work. Mnemonic devices, like acrostics, rhymes, and jingles will be helpful.
Music may prepare your mindset before and while you study. Reading out loud and explain
what you are trying to memorize may also help.
1.
2.
3.
25
Kinesthetic
Kinesthetic learners use movement and their bodies to think, learn, and memorize. Kinesthetic
and tactile learners are often grouped together. True kinesthetic learners must use movement
and their body. Incorporating movement in any way possible during learning and studying will
help, as long as its related to the material in some way.
1.
2.
3.
Tactile
Tactile learners use their hands and sense of touch to think, learn, and memorize. Kinesthetic
learners usually have to adapt their learning styles to a tactile one when a traditional
classroom. Writing, drawing, and controlled fidgeting may help during class. Physically moving
and grouping items may help when creating associations.
1.
2.
3.
Linguistic
Linguistic learners use words to think, learn, and memorize. Linguistic learners can usually fall
into either auditory or visual learning styles. Writing, reading, and speaking should occur during
the learning and memorization process. Listening to verbal instructions may also help.
1.
2.
3.
Logical
Logical learners use reason, patterns, and procedures to think, learn, and memorize. This
learner can adapt to most, if not all, of the learning styles. Lists, step-by-step instructions,
systems, and logic help this learner the most. Analyzing and finding patterns in the material
often takes longer than the actual memorization process for this learner.
1.
2.
3.
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Visualization
Using imagery is a great way to incorporate visualization in the learning and memory
process. Use your imagination to create vivid mental images of ideas or concepts you are trying
to learn. This memorization strategy works well when you are learning a new language or are in
a class that feels like it’s a new language. Flash cards, memory games, and graphic organizers
that include the concept and a picture are forms of visualization used in memorization.
Activity #1: When you are learning a new concept, visualize the concept until it becomes a clear
picture. Practice visualization with a partner. Choose a word from the list below. Have one
person close their eyes while the other person says the word and describes it in as much as
detail as possible. Then, the person with their eyes closed should open their eyes and sketch
the image that was in their mind. Do the images match? Trade places and repeat the activity.
pool cupcake Animal house
car field Pizza candy
Activity #2: The following three words are in German. Notice the images associated with the
words. You should be able to get an idea of what these words mean by creating visual
associations. Decide what the English equivalents would be for each of the words below.
Berg Kuchen Strand
27
Graphic Organizers
Graphic organizers can be used to organize your thoughts, compare concepts, and learn
new ideas. You probably used a Venn Diagram before. A myriad of organizers exist to help you,
but each may have specific uses.
Directions: Look at the graphic organizer examples below. Write a short description or
example use for each one.
28
Mind Map Practice
Directions: Use the Mind Map below as a practice example of how you may choose to start an
essay. The essay topic is –
“Respond to the following statement ‘Soccer is the best sport to watch on television.’”
29
Foldables
Visualizations may be difficult for non-visual learners. Foldables are tools used in the
learning and memorizing process that connect with students who need to touch or move what
they study. Below are instructions for and examples uses of five different types of foldables.
Directions: Create one of the foldables for the following ideas: Visual learner, Kinesthetic
learner, and Auditory learner.
30
31
Associations
Visualization is a type of association. More generally, associations are links or
connections between two or more “things.” The more links you can create to a memory, the
strong the connection can be, the easier it is for the brain to retrieve it. Several ways to create
associations use wording, previous memories, images, songs, locations, diagrams, and videos.
If you struggle remembering people’s names, associations may be one strategy you can
use. For example, think of their name as you see their face, link their name to their job or
family, or rhyme their name with another word.
Directions: Choose one thing you want to commit to long-term memory and list 7 different
associations.
Concept
1.
2.
3.
4.
5.
6.
7.
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Homework #3
Personal Evaluation, Review, and Reflection
Personal Evaluation:
1. Review your learning style results.
2. Do you agree with the learning style match? Why or why not?
3. Which memory strategies work best for your learning style? Which do not work as well?
Review:
1. Describe the three main learning styles.
2. Choose one type of graphic organizer and explain when you might use it.
3. Choose one foldable and explain when you might use it.
Reflection:
1. Does your learning style match the style of your instructors? Explain.
2. How will you adapt your study habits to reduce the discrepancy?
3. Which skills from the section do you currently use? Which can you improve?
Visualization
Graphic Organizers
Foldables
Associations
Flash Cards
33
Memory Video Notes
Watch the two videos below. Take notes as you watch the videos. Write at least 8 facts and 2
“Ah-ha” moments for each video. Be prepared to share your “ah-ha” moments with classmates.
Retrieval Cues: https://www.khanacademy.org/science/health-and-medicine/executive-
systems-of-the-brain/memory-2014-03-27T18:40:29.837Z/v/retrieval-cues
Retrieval: Free recall, cues recall, and recognition:
https://www.khanacademy.org/science/health-and-medicine/executive-systems-of-the-
brain/memory-2014-03-27T18:40:29.837Z/v/retrieval-free-recall-cued-recall-and-recognition
34
Day 4:
Mnemonics
35
Warm Up
Memory Process Assessment
Alek needs to memorize 100 vocabulary words for his Vocabulary test in his French
class. He has 2 weeks to study. What should he do to memorize the 100 words?
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Wee
k 1
Wee
k 2
Other tips:
36
In-Class Activities
Use the presentation to complete your notes.
Mnemonics
One tool that is often used as memory trick is a mnemonic, pronounced with a silent
“m” – “neh MON ix”). A mnemonic is a device such as a pattern of letters, ideas, or associations
that assists in remembering something. Below are five common mnemonics.
Word Description Example
Acronym
Acrostic
Association
Location
Rhymes
37
Acrostics and Acronyms
Acrostics and acronyms are often confused and used interchangeably. An acronym is an
abbreviation that forms a words, while an acrostic is a sentence or poem were the first letter of
each word in the sentence (or poem) stands for something.
Directions: Determine whether the following are acrostics or acronyms.
Never Eat Soggy Waffles
Acrostic
Acronym
Acrostic
Acronym
Roy G. Biv
Red Orange Yellow Green Blue Indigo Violet
Acrostic
Acronym
Pvt. (private) Tim Hall
Acrostic
Acronym
FOIL
Acrostic
Acronym
38
Word Associations
Words associations connect parts of a word to an idea to remember the meaning or
spelling. If you are trying to remember the difference between the two words principal and
principle, you may think of a principal of a school or the most important person as a “pal.” That
way, you remember to use “pal” when spelling the word.
Directions: Use word associations to create mnemonic devices to help you remember the
following items.
1. The difference between longitude and latitude.
2. The names of Christopher Columbus’s three ships: Pinta, Nina, and Santa Maria.
3. The four-digit passcode: 9072
4. The capital Sofia, Bulgaria.
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Method of Loci
One mnemonic dates back to 500 BCE. The Method of Loci is a method-of-place
technique. This method uses locations and settings you are very familiar with to memorize new
information. Create your own memory map using a familiar place, such as your neighborhood,
the mall, or a store you often visit. You probably park in the same place, take the same route,
and seem the same items each visit. Visualize everything you see on this “path.” Draw a picture
of your map in detail in the space provided below.
40
Imagine you have a test in American government and need to remember the 10
amendments that make up the Bill of Rights:
1. Freedom of speech, press, religion, assembly, and petition
2. Right to keep and bear arms
3. Quartering of soldiers
4. Search and arrest
5. Rights concerning prosecution of criminal cases
6. Right to a speedy and fair trail
7. Right to a trial by jury
8. Bail, fines, and punishment
9. Rights retained by the People
10. States’ rights
Follow these steps in the method-of-place technique:
A. Imagine your memory location, and think of each distinctive detail within the
location.
B. Create a vivid image to help you remember each amendment. (If you are unfamiliar
with the meaning of any of the amendments, do a quick search online.)
C. Associate each of the images representing the amendment with points in your map
and see the images at each location. Draw them on your map.
D. As you “scroll” through you map, create mental pictures of each of your items
through association. Recite each one aloud as you visualize them.
To help you get started, you may think of a newspaper stand to remind you of the freedom of
speech or of the press, or protestors with signs to remember the right to assemble of petition.
Place these images within your memory map, such as at the front door (so that you have to
walk around the protestors to get in the door). Be creative and make the images meaningful to
you.
41
Homework #4
Personal Evaluation, Review, and Reflection
Personal Evaluation:
1. Create an acronym for the names of the Great Lakes: Ontario, Michigan, Huron, Superior,
and Eerie.
2. Crate an acrostic for the bones of the skull: occipital, parietal, frontal, temporal, ethmoid, and sphenoid.
3. List 3 other acronyms or acrostics.
Review:
1. Explain the difference between an acrostic and acronym.
2. Explain how the Method of Loci might help a visual-spatial learner.
3. When might creating word associations be helpful?
Reflection:
1. Which mnemonic works for you the best?
2. How will you adapt your study habits to reduce the discrepancy?
3. Which skills from the section do you currently use? Which can you improve?
Acronyms
Acrostics
Mnemonic
Word Associations
Method of Loci
42
Memory Video Notes
Watch two of the videos from the list below. Take notes as you watch the videos. Write at least
8 facts and 2 “Ah-ha” moments for each video. Be prepared to share your “ah-ha” moments
with classmates.
Long term potentiation and synaptic plasticity: https://www.khanacademy.org/science/health-
and-medicine/executive-systems-of-the-brain/memory-2014-03-27T18:40:29.837Z/v/long-
term-potentiation-and-synaptic-plasticity
Aging and cognitive abilities: https://www.khanacademy.org/science/health-and-
medicine/executive-systems-of-the-brain/memory-2014-03-27T18:40:29.837Z/v/aging-and-
cognitive-abilities
Alzheimer’s disease and Korsakoff’s syndrome: https://www.khanacademy.org/science/health-
and-medicine/executive-systems-of-the-brain/memory-2014-03-
27T18:40:29.837Z/v/alzheimer-s-disease-and-korsakoff-s-syndrome
43
Day 5:
Music and
Movement
44
Warm Up
Multiple Intelligences
Directions: Put a check on the line next to the statement that is most often true for you. Consider what interests you or what you believe you are good at doing.
Linguistic Logical Spatial Musical
“Word Smart” “Logic Smart” “Picture Smart” “Music Smart” I like to: __ Tell stories __ Read __ Talk and express
myself clearly __ Persuade, argue, or
negotiate __ Teach or discuss topics
with others __ Write
I like to: __ Use logic to solve
problems __ Explore mathematics __ Explore science __ Observe and question
how things work __ Figure out how to fix
things __ Use logic to solve
problems
I like to: __ Draw or sketch __ Visualize __ Add color __ Build models __ Create illustrations __ Use space and spatial
relationships __ Read maps
I like to: __ Use rhythms __ Respond to music __ Sing __ Recognize and
remember melodies and chords
__ Use songs to help me remember
__ Relax with music
Kinesthetic Environmental Intrapersonal Interpersonal
“Body Smart” “Outdoor Smart” “Self Smart” “People Smart” I like to: __ Experience physical
movement __ Act things out __ Use note cards and
models to learn __ Work with others __ Touch and feel
material __ Be active __ Play sports
I like to: __ Be outdoors __ Camp and hike __ Work in the earth __ Collect samples __ Take field trips __ Appreciate nature
I like to: __ Be independent and
work on my own __ Reflect on ideas __ Read and contemplate
new thoughts __ Go off and think
through a situation alone
__ Be self-disciplined and set individual goals
__ Use personal experiences and inner expression
I like to: __ Inspire and lead others __ Learn through
discussions __ Work with a group of
people __ “Read” other people __ Hear another person’s
point of view __ Be compassionate and
helpful
Which intelligence(s) score the highest? Which scored the lowest?
45
In-Class Activities
Directions: Read ONE of the following three articles. As you read, highlight or underline at
least 3 main points. After you are done reading the article, draw at least 1 visualization
representing the article. Also, explain how the information from the article can apply to a
student at your school.
Music and Studying
Original article: Levesque, R. (n.d.). Music and studying - Which music is best for learning? Georgetown, TX, USA. http://www.rocketmemory.com/articles/music-and-studying/
Can listening to any one STYLE of music REALLY help you learn faster, improve, AND
retain more of what you study? As it turns out, the answer is YES. BUT, There’s a surprising
TWIST to that answer… (And it’s something you might not expect.) Let me explain…
So back in the 1960s, there was this Bulgarian psychiatrist by the name of Dr. Georgi Lozanov, who spent over 30 years studying the effect of music on memory and learning. I mean, this guy was OBSESSED. In fact, he was one of the first people to discover music has a measurable effect on the brain, on a deep emotional level.
But more importantly… He figured out specific STYLES of music can actually make your brain MORE receptive to learning… In fact, over a 30-year span, he ran hundreds of experiments testing the effect of music on various aspects of learning:
Like for example… In one of Lozanov’s studies… He’d give test subjects a short article to read – telling them they were going to be quizzed on the material. Then he’d divide the subjects into two groups: Group A and Group B. Then he’d give both groups 15 minutes to read the article. BUT he’d have Group A listen to one style of music. And Group B another style. Once the 15 minutes was up, he’d wait an hour, ask them questions about the article, and compare how much each group remembered. Then he’d do the same thing the next day, a week later, and then a month after that. And he ran experiments like that one testing virtually every style of music you can imagine.
Eventually, he came to the conclusion that there IS in fact specific music that helps you learn faster and remember more. Any guesses on what it might be? Well, if you guessed Classical Music, then… DING DING DING! You are CORRECT :-) At least, partially… Because here’s the kicker:
Lozanov ALSO discovered you can’t simply turn on ANY classical music to get the effect… (Only certain individual pieces work.) AND you have to listen to them during specific points in the learning process to get the effect. Now pay close attention, because this is the important part…
You see, for music to help you learn faster and remember more, you need to break your learning process down into the following 3 stages:
46
1. Relaxation
2. Active Learning
3. Memory Consolidation
Because music impacts your brain DIFFERENTLY at each of these stages, according to what something we call the RAM Music Effect ™.
The RELAXATION stage takes place BEFORE you begin studying. In this stage, Lozanov determined you want to listen to 3-5 minutes of RELAXATION music to help your brain enter the optimal learning state. This makes your brain most RECEPTIVE to learning new information. An example that’s been proven to work is Claude Debussy’s Deux Arabesques.
The ACTIVE LEARNING stage, which comes next is when you read and absorb NEW information for the first time. During this stage, Lozanov determined you want to listen to what’s known as an Active Concert – a bold, expressive piece of classical music – which helps you quickly ABSORB the information. An example that’s been proven to work is Tchaikovsky’s Concerto No. 1 in B flat minor for Piano and Orchestra.
And finally, the MEMORY CONSOLIDATION phase is when you’re reviewing material you’ve just learned — And want to RETAIN that information in your brain. During this stage, you want to study to what’s known as a Passive Concert — a melodic, baroque piece of classical music – which helps CONSOLIDATE the information into your long-term memory. An example that’s been proven to work is Corelli’s Concerti Grossi, Op. 6, No. 2.
So what’s going on in your brain exactly at each of these stages that makes the RAM Music Effect™ work? Well, there are several theories — but we DO know from MRI and PET Scans that the 3 pieces of classical music above each produce a different effect on the brain. And most importantly, multiple studies (including a landmark international project coordinated by UNESCO) have since replicated Lovanov’s results confirming that certain (but not all) classical music does in fact speed learning and improve retention.
ACTIVE LEARNING Beethoven, Concerto for Violin and Orchestra in D Major, Op 61 Tchaikovsky, Concerto No. 1 in B flat minor for Piano and Orchestra Mozart, Concerto for Violin and Orchestra, Concert No. 7 in D major Haydn, Symphony No. 67 in F major; Symphony No.69 in B. Major Beethoven, Concerto No. 5 in E flat major for Piano and Orchestra, Op. 73 (“Emperor”)
MEMORY CONSOLIDATION Corelli, Concerti Grossi, Op. 6, No. 2, 8, 5, 9. Handel, The Water Music. J.S. Bach, Fantasy in G major, Fantasy in C Minor and Trio in D minor; Canonic Variations
and Toccata. Corelli, Concerti Grossi, Op. 4, No. 10, 11, 12 Vivaldi, Five Concertos for Flute and Chamber Orchestra.
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Music and Learning
Original article: Lucas, C. (n.d.). Boost memory and learning with music. Education.com. Retrieved from http://www.pbs.org/parents/education/music-arts/boost-memory-and-learning-with-music/
When we hear a familiar song, we are often able to recall a moment from our past that is connected to that tune. Favorite songs tickle our memory in various ways; your child may even complain of “getting a song stuck in her head,” which shows that music is easily ingrained in our memory.
Music has been found to stimulate parts of the brain, and studies have demonstrated that music enhances the memory of Alzheimer’s and dementia patients, including a study conducted at UC Irvine, which showed that scores on memory tests of Alzheimer’s patients improved when they listened to classical music.
It’s possible, then, to use music to help your child retain information and enhance learning. Chris Brewer, founder of LifeSounds Educational Services and author of the new book Soundtracks for Learning, says sounds can help to hold our attention, evoke emotions, and stimulate visual images. “Students of all ages—that includes adults— generally find that music helps them focus more clearly on the task at hand and puts them in a better mood for learning,” says Brewer.
Brewer calls the use of music throughout the day “positive mood management” and suggests that various styles of music are appropriate for different types of activities. For instance, she recommends using upbeat popular music to motivate learning, especially songs with lyrics that encourage positive thinking. When studying, writing, or reading, play instrumental music to sustain concentration, she says. Classical music of the Baroque era, like Bach, Handel or Mozart work particularly well. “Music can help shift energy levels, too, so playing upbeat music can boost tired minds and bodies while slower, more reflective music helps calm and focus,” says Brewer.
Gaetan Pappalardo, a teacher, writer, and consultant at www.onkidwriting.com, also uses music in a variety of ways, particularly to strengthen language. “You can’t dig out some old, dusty music and expect kids to hop, skip, and jump to the beat,” says Pappalardo. These days, your child is exposed to many genres, from movie soundtracks, video game tunes, and music from Guitar Hero and Rock Band, for instance. If you plan to use music to sharpen memory or enhance a lesson, “you’ve got to meet them halfway,” he says.
We asked Brewer and Pappalardo to suggest activities that use music to boost memory and make learning more sensory or interactive. Here are their top tips:
Embark on a “learning journey.” Play reflective, meditative music while you verbally lead your child on an imaginative journey related to an academic topic, says Brewer. Read a science chapter about the planets of the solar system while a song with a slow, calming tempo plays in the background. Urge your child to close her eyes and picture traveling in space, for example.
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Fuse audio with visual. Visual aids connected to data help your child recall information. If
you assist her with homework, include a dry-erase board and music in the session. Explain a concept or work on a math problem, for instance, with classical music playing. Use the board to create charts and diagrams—anything your child can connect to the idea you are explaining. Brewer suggests using color and symbols when possible. Display these same images and songs again in your next tutoring session to reinforce the lesson.
Use bass to remember verbs. Turn up the volume and let music stimulate your child. “I teach kids to hone into the bass line of a song,” says Pappalardo. He allows his students to feel the bass in their chest and arms. “It causes them to move, and when they move, a certain word appears in their minds. That word is a verb. Usually a good, strong verb,” he says. He and his students refer to these words as “buff verbs.” “The other day a student came in and said, “Ozzy Osbourne uses buff verbs. He used spewing and gazed,” says Pappalardo. “Rap
music—even though it is hard to find clean enough songs to share with kids— houses verb
after verb after verb,” he says. Encourage your child to use descriptive language to explain how the bass, the drums, and various elements of a song make her feel.
Tie tunes to tasks. Your child memorizes more effectively through rhythm and rhyme. Chants and raps improve memory of details and help the retrieval of information later, says Brewer. Encourage her to take a favorite song and change the words to fit information she is learning. If she has a lesson on ecosystems, for example, change the tune of “Twinkle, Twinkle, Little Star,” to “Mountains, Oceans, Forests, Plains.” She can sing this version before her test to retain facts.
Take a walkabout. On a nature walk, have your child brainstorm ideas for a short story for
English class. Then, head back inside, play a CD of nature or New Age sounds, and have her spend at least 15 minutes recalling and jotting down her ideas. Or, allow her to take a music player on a walk in the park. Urge her to absorb the lyrics of a few songs as she strolls through her natural surroundings. When she returns, she can replay these songs, which will jog her memory and inspire her to pen a poem.
Music can be used in different ways— not only to stimulate your child’s ears, but her mind. So turn it up!
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Theme Songs
Original Article: Stoller-Conrad, J. (2013, May 3). Why do we remember countless song lyrics,
but not our studies? Figure One. Retrieved from http://wp.me/p2UE9j-U4
As finals week approaches for many college students around the country, I can’t help
but recall the late night study sessions of my own college years. I remember spending
countless hours memorizing biological processes for physiology class and reactions for organic
chemistry.
I can recall very few of those academic details today, but I can probably remember the
words to every pop music hit from my teen years. This doesn’t seem intuitive: why are
seemingly important facts often lost, while others (like the lyrics to “Bye, Bye, Bye”) are here to
stay?
Why would memories of boy band songs from middle school take priority over academic
material from college?
When we learn something new, the neurons in our brains make strong synaptic
connections to ‘cement’ the memory. But it can be difficult to get rid of strong old memory
connections to make way for new ones, suggests a mouse study published earlier this year in
the journal Scientific Reports and reported by the New York Times. The researchers looked at
two proteins important for forming connections in the brain, called NR2A and NR2B. Compared
to adult mice, young mice have higher levels of NR2B in the brain, while adult mice have
increased levels of NR2A. However, when the researchers induced young mice to produce
more NR2A (making their brains more like those of adult mice), the young mice had trouble
forming new connections and making new long-term memories at the expense of old ones. So,
according to this study, my older, college-aged brain may have had trouble learning the new
material simply because teeny-bopper song lyrics were there first.
Oh no! Since my brain is filled with 90s pop anthems, does that mean I’m running out of
space for important new information?
Probably not, says Northwestern University professor Paul Reber for Scientific
American. The human brain holds about one billion neurons, which combine to make over one
trillion connections, and each connection helps to store multiple memories. All together, this
means that the neurons in one human brain can hold about 2.5 petabytes of data – the
equivalent of 300 years of continuous television recording on your DVR. It might be difficult to
permanently store the material learned in last week’s class, but limited available storage space
is probably not the issue.
But why does my brain store song lyrics when I’m not even trying to remember them?
Even if you’re not trying, it seems that your mind sometimes wanders to a song by
default, says an article last week at Business Insider. When the lyrics and tune of a song get
50
stuck on repeat in your head, this music often provides an escape for your wandering mind. In
an experiment with Sudoku puzzles, researchers at Western Washington University found that
college students who were given a difficult puzzle more often reported having a distracting
song “stuck” in their heads. But the mechanism by which we obtain these annoying earworms
may have provided humans with an evolutionary advantage: just as a memory or a
conversation with a friend can remind us of song lyrics, our brains also look for patterns as a
mechanism for solving problems, psychology researcher Ira Hyman said in the article.
Now students, stop reading this post and go study for your finals. And if you do happen
to remember song lyrics instead of your chemistry notes, perhaps now you can blame biology
— not Justin Timberlake — for your grade.
51
Rhythm and Rhyme
You probably learned rhymes like “in 1492 Columbus sailed the ocean blue” when you were in elementary school. This rhyme is an example a mnemonic trick that aids in the memorization process. Another example would be a spelling hint: “I before E except after C or when sounded like A as in neighbor and weight.” An example of a rhythm mnemonic is the spelling of the word Mississippi If you spell the word in a rhythmic pattern, you are more likely to remember the spelling of it.
Directions: Identify three concepts you need to learn for your next exam in one of your courses. Develop a rhyme or rhythm mnemonic to recall each one.
Compare the mnemonics you create with others in your group. Which do you like best? The
mnemonics you care for yourself are generally more memorable than those you learn from
others. Do you think that is true for you? Why or why not?
1.
2.
3.
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Total Physical Response (TPR)
Kinesthetic learners benefit from using their body while they learn. For example, if you
are learning the vocabulary words flexion and extension, you should not only write down the
definition, a sketch, and visualize the meaning. You should also use your hand or arm as
physical examples for what they mean.
Anatomy and other life science
typically use words directly related to
the human body and human
movement. You can use TPR to learn
vocabulary from other sciences and
even math. It is also a great tool for
English Language Learners.
Activity #1
Directions: You will go through an example of what a group or class activity might look like
using TPR. Use the space below for the sketch or diagram you are instructed to create.
Activity #2
Directions: Identify three concepts you need to learn for your next exam in one of your
courses. You can use the same vocabulary as a previous activity or new ones. Comparative
words like rotate and revolve or anterior and posterior.
53
Homework #5
Personal Evaluation, Review, and Reflection
Personal Evaluation:
1. Image you are leading a tutoring session.
a. How might you incorporate music during the study session?
b. Use the internet to search for educational songs. Find at least one you might use to lead your tutoring session. For example, “50 Nifty.” The song listing the fifty states in alphabetical order. Would you recommend using musing to study to
other students?
c. Create a lesson that would require your tutoring session group to move. For example, maybe they need to play Simon Says in German to study for their German class.
Review:
1. Describe at least three different intelligences.
2. According to research, is it helpful to listen to any type of music while studying?
3. How would
Reflection:
1. Look back at the multiple intelligence test you took at the beginning of this section. How
well do you think it matches you?
2. Which learning and memory strategies work well for you related to your multiple
intelligence?
3. Which skills from the section do you currently use? Which can you improve?
Music while Studying
Music as a Preparation Tool
Rhythms and Rhymes
Movement to Learn
Total Physical Response (TPR)
54
Final Project In this course, you have learned, practiced, or refined some strategies for improving your
memory. Your final project will be a Sample Lesson showcasing how you can apply your
knowledge in the future.
Directions: Present a one-slide, digital Sample Lesson. Using one of the strategies you’ve
learned, create a memory aid you can (or have) used for one of your classes. The slide should
include (1) the name of the strategy chosen, (2) the example you created, (3) a comparison to
previous memory strategies you used before this class, and (4) a reflection of using the
strategies – either now or in the future.
Example:
Instructions for Submission:
DUE before class on ____________
Online Flash Cards
- Example: Flash Cards for Multiplication Facts on Quizlet
- Old Method: Repetition
- Online tool are easier to access and have more study functions
