Retention

USSF Referee Instructor Course

ITIP

United States Soccer Federation

Lesson SetRetention of the Average Adult

10% of what the adult Reads 20% of what the adult Hears 30% of what the adult Sees 50% of what the adult Sees & Hears 70% of what the adult Says 90% of what the adult Says & Does

Retention

Lesson Set

Many instructors come into the classroom with a great deal of information, and when they leave they still have it, but are the only ones who have it

Retention

Lesson Set

I DON’T REMEMBER

Are words that stand as three tombstones commemorating failure, no matter how valiant the effort in the teaching-learning process.

Understanding the validated principles of retention provides the teacher who wishes to attack the problem of “I don’t remember” by planning lessons where retention is more probable.

Retention

Lesson SetCan you recall your Social Security number?

Can you recall your telephone number?

Do you know your driver’s license number?

Why do you remember the first two numbers and not the third one??

This lesson module will help you build retention into your lessons.

Retention

Lesson Objective

At the end of this lesson, you will accurately state or list:

• The retention formula• The (6) variables of retention• Provide a practical classroom example of

each

Retention

Definition

Retention is the preservation of a learning that makes recall and recognition possible and relearning easier.

There is no one factor that ensures retention. The factors need to be separated in order to learn about them, but you need to remember that most of them are operating together and interacting all the time.

Retention

What brings about retention?

DOL(Degree of Original Learning)

+Practice

=Retention

Retention

Principles of Retention

1. Meaning2. Degree of Original Learning3. Feeling Tone4. Transfer5. Modeling6. Practice

Retention

MeaningHelps the student identify meaningful relationship among parts

• Organized terms• Past knowledge and experience• Meaning vs. nonsense• Pattern• Aids• Mnemonic devices

Retention

Organized TermsStudents are more apt to remember material which is more meaningful than material which has no meaning.

Words organized into a pattern that has meaning will be remembered more readily.

Meaningful material is learned faster and remembered longer.

Retention

Past Knowledge and Experience

Relationship of new material to the student’s past knowledge and experience will enhance retention.

Meaning vs. Nonsense Items

Eliminate using nonsensical materialSubstitute simple, easy and common words

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Pattern

Provide a pattern to your informationUse charts, diagrams, outlines, grouping

Aids

Ways to achieve more meaning:Change voice …. move to other side of roomInclude illustrationsChange of pace …. quiz, have partner take overColored markers …. Key words in different colors

Retention

Mnemonic Devices

You may have to rely on mnemonics when material does not lend itself to the previous strategies.

• A formula or rhyme, used as an aid in remembering• Verbal tricks to help in remembering • Acronym for remembering a list of items … DOGSO

Retention

MeaningThe most important variable to consider in trying to teach so that students remember.

It is not inherent in material, but in the relationship of the material to the student’s own past knowledge or experience.

Meaning has two parts:UnderstandingValuing

Retention

To Promote UnderstandingDemonstrationsModelsExamplesDefinitionsPast experiences

To Promote ValuingRelevancyEmotionsFeelings

Retention

MeaningAfter you make sure that as much meaning as possible has been incorporated, you can then turn to the next factor …

Retention

Degree of Original Learning

Refers to how well something was learned in the first place. It is the “peg” on which to hang additional knowledge.

Ex. We’ve all had the embarrassing experience of being introduced to someone only to find a few minutes later we can’t remember their name. This is insufficient learning at the first exposure.

Retention

Degree of Original Learning

Most skills, concepts, attitudes and abilities are not fully acquired in one day, one week or even one year.

DOL Aids• Vary the activities … use several visual

aids• Vary the examples, so it’s not boring• Anything that is not learned well is rapidly

forgotten …. So teach well, not just “once over lightly”.

Retention

Degree of Original Learning

Get the students involved in an activity, have them practice and participate in practical, related demonstrations

Ex. Coin toss or cautions/send offs

Many instructors incorrectly assume that one time is enough.

Retention

Degree of Original Learning

How trainees learn• Sight = 70-80%• Sound = 10-20%• All other = 0-10%

“When I hear, I forgetWhen I see, I rememberWhen I do, I learn”

Retention

Degree of Original Learning

If the degree of original learning is not high, the student cannot be expected to extend their thinking and retention probably will not occur.

Some things that should be done to control the DOL are:

Make sure learning is secureCheck for understandingDo not teach rules and exceptions at the same time

Retention

Feeling Tone

The learning environment that you provide in a class. How the student feels about the learning.

Pleasant (+) Unpleasant (-) Neutral

Retention

Pleasant Tone

Try to remember one of your worst days as a referee – one you wish to forget. … Vivid.

Unpleasant Tone

Now think of a good day, where everything went extremely well. … Vivid.

Neutral Tone Try to recall an ordinary day. It’s hard to remember. … Not “Tuned In” … Just so-so.

Retention

Feeling ToneYou have just experienced the relation of feeling tone to memory.

Pleasant … promotes the best results

Unpleasant … can have bad side effects

Neutral … does nothing to promote retention and is useless as far as memory is concerned

Retention

Your goal is to make the learning as meaningful as possible, achieving as much mastery of that learning, all in a pleasant atmosphere.

All of these variables go together.

Retention

TransferPast learnings can assist or interfere with new learnings (this will be covered in the “Transfer” lesson module).

• Positive transfer …. Old learning or past experience accelerates new learning

Piano Organ Violin Cello• Negative transfer …. Old learning

interferes with new learning. This is knowledge you don’t want transferred.

Typewriter Ipad Piano Violin

Retention

Transfer

Retention is related to initial learning in that something must be learned in order to be remembered.

Retention and transfer are closely related. If something is not remembered, then it cannot be transferred later when a new situation is encountered.

Retention

TransferA skilled instructor constantly thinks about what the students already know or have experienced. If you don’t want things to transfer, keep them apart. If there is confusion, bring them together to discuss differences.

If you’ve done a good job here you will now remember that memory is increased in relation to the amount of meaning, degree of original learning, feeling tone and positive transfer.

Retention

ModelingA model is simply a representation of learning (this will be covered further in the “Methods of Explanation” lesson module). It can be:

• Concrete - A plastic model of the human heart

• Replication - A picture, diagram, map• Verbal - Paragraph, correctly completed

example

A good model contains all the critical attributes which distinguish it from similar things.

Retention

ModelingStudents tend to remember what they see. If the student doesn’t “see it”, they will have a much more difficult time doing it.

The old adage “do as I say, not as I do” is inappropriate.

When modeling, provide a variety of correct models, i.e. show the student many acceptable forms of doing something.

Retention

PracticeA successful planned practice (this has already been covered in a previous lesson module) involves determining:

• How much at one time?• How long at one time?• How often?• How will students know if they are

practicing correctly?

Retention

How Much PracticeThe amount of practice should only be enough to gain command of a concept.

The idea that the more practice, the better is not really true.

Retention

How OftenPractice needs to be “massed” at first to insure a high degree of original learning.

Then, “distribute” or space the practice at regular intervals to insure retention.

Retention

How LongResearch suggests that practice should be short and intense followed by a rest or a change in activity.

Students should not be asked to practice the same thing for the entire session.

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Facilitating Retention

• Make initial learning Meaningful• Foster intent to learn well and remember – DOL • Provide satisfying consequences of correct response

– Feeling Tone• Provide for sequential learning – Transfer• Emphasize general concepts and abilities –

Modeling• Provide for application - Practice

Retention

“Retention is NOT Important”

The true objective is not retention …. what is really important is its byproduct:

“APPLICATION”

Retention

DOL + Practice = Retention

Retention

Lesson Assignment

Write down the following and bring to the in-class clinic sessions:

• State the retention formula• List (6) variables of retention and a

practical classroom example of each

Retention

Retention

USSF Referee Instructor Course

ITIP

United States Soccer Federation