Enhancing memoryEnhancing memory

Some strategiesSome strategies

Understanding and Understanding and memorymemory Sitting in class and understanding Sitting in class and understanding

what is being presented is not what is being presented is not enough to perform well in a test.enough to perform well in a test.

Understanding and Understanding and memorymemory Students need to engage in an Students need to engage in an

activity to enable them to activity to enable them to remember what they understand.remember what they understand.

Domains; Engage & ElaborateDomains; Engage & Elaborate

Activation of prior Activation of prior knowledgeknowledge Teachers need to activate students’ Teachers need to activate students’

prior knowledge about the new topicprior knowledge about the new topic What do you know about….?What do you know about….? What do you want to know about…?What do you want to know about…?

• These questions create a “hook” to These questions create a “hook” to hang the new information on.hang the new information on.

Domains; Engage & ElaborateDomains; Engage & Elaborate

Types of RehearsalTypes of Rehearsal

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

Types of rehearsalTypes of rehearsal

Elaborative rehearsal consists of making Elaborative rehearsal consists of making associations between the new associations between the new information and what one already information and what one already knows. This can be done byknows. This can be done by

Taking notes on a chapter while readingTaking notes on a chapter while reading Creating a mnemonic deviceCreating a mnemonic device

• Elaborative rehearsal is more effective Elaborative rehearsal is more effective in moving information to long term in moving information to long term memory.memory.

Multiple Instructional Multiple Instructional methodsmethods Using multiple senses enhances Using multiple senses enhances

memory and learning.memory and learning. Using spatial and linear formats Using spatial and linear formats

consolidates ideas.consolidates ideas. Providing students with a number Providing students with a number

of ways to recode information of ways to recode information helps with long term memory helps with long term memory storage and retrieval.storage and retrieval.

Domains; Explain & ExploreDomains; Explain & Explore

InterferenceInterference

Students are presented with new Students are presented with new information every 45 to 60 minutes.information every 45 to 60 minutes.

Information presented in the first Information presented in the first class will interfere with information class will interfere with information presented in the second class.presented in the second class.

Blocks of 90 minutes enhance Blocks of 90 minutes enhance consolidation of new information.consolidation of new information.

Domain; ExploreDomain; Explore

Episodic and semantic Episodic and semantic memorymemory Episodic memory stores events about Episodic memory stores events about

the event or episodes in our lives.the event or episodes in our lives. Semantic memory is the memory of Semantic memory is the memory of

knowledge and concepts.knowledge and concepts. The effectiveness of both these The effectiveness of both these

memory systems varies so teachers memory systems varies so teachers should use multiple, varied activities, should use multiple, varied activities, such as projects, field trips and group such as projects, field trips and group work.work.

Domain; ExplainDomain; Explain

Perceptual PrimingPerceptual Priming

Perceptual priming is the Perceptual priming is the phenomenon that prior perception phenomenon that prior perception of an object leads to easier of an object leads to easier subsequent perception of the same subsequent perception of the same subject.subject.

Domain; EngageDomain; Engage

Conceptual primingConceptual priming

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

Domain; EngageDomain; Engage

Encoding PracticeEncoding Practice

Encoding practice consists of Encoding practice consists of Reading of chapters and/or textbooksReading of chapters and/or textbooks Re-reading of chapters and/or Re-reading of chapters and/or

textbookstextbooks Outlining or mind mapping Outlining or mind mapping

informationinformation Mnemonic strategies.Mnemonic strategies.• The above are ranked according to The above are ranked according to

effectiveness.effectiveness.

Retrieval practiceRetrieval practice

Retrieval practice means engaging in Retrieval practice means engaging in activities that call for the recall of activities that call for the recall of stored information.stored information.

Effective strategies areEffective strategies are Asking questionsAsking questions Practice testsPractice tests Studying with other studentsStudying with other students Parents asking students questionsParents asking students questions Composing and completing self-testsComposing and completing self-tests

Retrieval cuesRetrieval cues

Retrieval cues make it easier for Retrieval cues make it easier for students to access information in their students to access information in their long term memory. long term memory.

They must be present when learning They must be present when learning takes place in order to be effective.takes place in order to be effective.

Retrieval cues includeRetrieval cues include Multiple choice testsMultiple choice tests Tests with word banksTests with word banks Conceptual categories Conceptual categories Visual images or wordsVisual images or words

Graphic organisersGraphic organisers

DEECD website (good for graphic DEECD website (good for graphic organisers)organisers)

Inspiration (sophisticated, very good for Inspiration (sophisticated, very good for Mindmaps)Mindmaps)

Interwrite (good graphic organisers )Interwrite (good graphic organisers ) Freemind (on Year 7 Notebooks Freemind (on Year 7 Notebooks

already)already) Visio (good for business and Visio (good for business and

technology)technology)

MnemonicsMnemonics

Method of lociMethod of loci Narrative chainingNarrative chaining Peg wordPeg word AcrosticsAcrostics AcronymsAcronyms

Mnemonics- Method of Mnemonics- Method of LociLoci In this technique the subject memorizes In this technique the subject memorizes

the layout of some building, or the the layout of some building, or the arrangement of shops on a street. arrangement of shops on a street.

To remember a set of items the subject To remember a set of items the subject literally 'walks' through these loci and literally 'walks' through these loci and commits an item to each one by commits an item to each one by forming an image.forming an image.

Retrieval of items is achieved by Retrieval of items is achieved by 'walking' through the loci.'walking' through the loci.

Mnemonics- narrative Mnemonics- narrative chainingchaining Unrelated items are linked to Unrelated items are linked to

each other by forming a storyeach other by forming a story The technique adds organisation The technique adds organisation

and meaningfulness to otherwise and meaningfulness to otherwise meaningless material.meaningless material.

Helpful when you want to Helpful when you want to remember information in a remember information in a particular order.particular order.

Mnemonics- AcronymMnemonics- Acronym

The first letter of each “idea” is formed The first letter of each “idea” is formed into a memorable sentence.into a memorable sentence.

Examples are Examples are EGBDF- Every good boy deserves fruitEGBDF- Every good boy deserves fruit " " FFirst irst PPlace lace OOften ften TTakes the akes the TTrophy. "rophy. "

-Frontal, Parietal, Occipital, Temporal, -Frontal, Parietal, Occipital, Temporal, are The lobes of the brain.are The lobes of the brain.

"Good Physicists Have Studied Under "Good Physicists Have Studied Under Very Fine Teachers“ -Maxwell Very Fine Teachers“ -Maxwell relations.relations.

Mnemonics- acronymsMnemonics- acronyms

Using the first letter of a Using the first letter of a sequence of words to produce a sequence of words to produce a pronouncable word.pronouncable word.

Some examples areSome examples are ANZACANZAC EFTPOSEFTPOS NATONATO

SummarySummary

Give students time to process Give students time to process information into their Long Term information into their Long Term Memory.Memory.

Identify prior knowledge.Identify prior knowledge. Involve all students’ senses.Involve all students’ senses. Use multiple, varied activities.Use multiple, varied activities. Prime the studentsPrime the students Use mnemonicsUse mnemonics