Memory, Teaching and Learning
- 1. Memory, Teaching & Learning: Interrelated Elements for Academic Success By Shana K. Curtis
- 2. Cognitive vs. Behavioral Views The cognitive view to learning is one in which learning is an active process. Learners are constantly seeking to find new information to solve problems. Acquiring new informations, skills, etc. Remembering (what do I already know?) Actively using knowledge The behavioral view holds that reinforcement strengthens responses. The assumption that if I do x, then I get y.
- 3. Why is knowledge important to learning? According to Woolfolk (2007, p. 249), one of the most important elements in the learning process is what the individual brings to new learning situations. Knowledge determines to a great extent what we will pay attention to, perceive, learn, remember, and forget. Providing ample opportunities for students to tap into their background knowledge is essential to them acquiring the new information.
- 4. Soon learnt, soon forgotten (Proverb)……. Does this sound like any of your students? If so, here’s why…. Sensory memory: holds sensory information very briefly (i.e. environmental stimuli) Working memory: information one is focusing on at a given moment Long-term memory: permanent storage of knowledge; an educator’s goal What part of your students’ memory are YOU activating?
- 5. Students….I NEED your attention, please…..!!! Once a student knows how to pay attention, he or she has made the first step towards learning. Teacher must grab their students’ attention from the onset of the lesson. Use props, colorful paper, technology (laptops, Smartboards, etc.), bright lights.
- 6. Types of Knowledge Declarative: “knowing that” something is the case (ex. Christmas is on December 25). Procedural: “knowing how” to do something (ex. How to tie your shoe). Conditional: “knowing when and why” (ex. When to put your windshield wipers on).
- 7. Metacognition’s role in learning Metacognition is the ability of one to know how they are “wired” to learn. It involves the strategic application of declarative, procedural, and conditional knowledge to accomplish goals and solve problems (Woolfolk, 2007, pg. 267) Planning, monitoring and evaluation allow us balance our thinking and learning.
- 8. To become knowledgeable a student must: Develop declarative knowledge Understand and use new information Make the information meaningful Use mnemonics and memorization aids Develop procedural knowledge Develop conditional knowledge
- 9. A note about rote… An educator’s focus should be on helping students become thoughtful and understand what the things they are learning. Very few things need to be learned by rote (Woolfolk, 2007, pg. 273)
- 10. Special thanks to…. Woolfolk, A. (2007). Educational Psychology . Boston: Pearson Education.