Week 4 power point
- 1. Brain-Based Learning Week 4 PowerPoint Outline
- 2. Information Processing Model Sensory Working Long-Term Memory Memory Stored Memory Attention Retrieved This Section Remember to fill in the brain advanced organizer from the webinar.
- 3. Long Term Memory Model Redundant memories stored in more than place. In is In! Adapted from Information Processing Model: http://192.107.108.56/portfolios/m/murra_k/final/imp.html
- 4. Read the Long-Term Memory Handout Long-Term Memory1 Long-term memory is like a computer hard drive. Information moves from the working memory into long-term memory where it is stored (purpose/function). The capacity of long-term memory is unlimited and unlike sensory and working memory, the duration is indefinite – information is stored permanently in your long-term memory. Your long-term memory is a network of intricately interconnected pieces of information. Related pieces of information are connected together. The more you use something after you’ve learned it, the more you solidify the connections between pieces of stored information. The more solidly information is connected to other information, the easier it becomes to retrieve that information when you need it. 2 The key to storing information in your long-term memory AND being able to retrieve that information is “meaningfulness.” Long-term memory files information according to “meaning” – the degree the new information can be related to – connected to – information already in long-term memory. Learners create meaning by processing information – doing something with it. For example, you process information when you have the opportunity to discuss, compare, contrast, summarize, practice, and apply. Because information is stored by being connected to existing information, it helps to “activate” the knowledge you already have about the topic or concept. Think of this as getting related files out of a filing cabinet and placing them on your mind’s desktop so that you can store the new information appropriately. Long Term Memory consists of three main processes that take place consecutively: encoding, storage, and retrieval (recall) of information. Encoding – The purpose of encoding it to assign a meaning to the information to be remembered. How effectively someone can retrieve 1 http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy6/edpsy6_long.htm; http://coe.sdsu.edu/eet/articles/ltmemory/start.htm; http://www.gpc.edu/~bbrown/psyc1501/memory/; http://library.thinkquest.org/26618/en-5.2.4=Long-term%20memory.htm; http://www.nwlink.com/~donclark/hrd/learning/memory.html
- 5. Explore the Website Link Related to Long Term Memory http://wik.ed.uiuc.edu/index.php/Memory%2C_long_term
- 6. Post to Discussion Board #1 What did you learn about long-term memory? What questions to do you have?
- 7. Read Meaningfulness and Critical Attributes Handout Key concepts Meaningfulness1 The key to storage is the concept of meaningfulness – the degree to which new information can be related to information already stored in the learner’s long- term memory. The brain automatically attempts to make meaning – to make sense of our experiences. The brain is designed to connect, organize and categorize information in meaningful ways. The brain actually resists storing isolated pieces of information unrelated to what makes sense to us. When deciding whether or not to store information in long-term memory, the brain asks two questions: Does this make sense? This refers to whether or not the learner can understand the new information based on his/her experience. When a learner says, “I don’t understand,” they’re stating the new information isn’t clear to them. Does this have meaning? This refers to whether or not the new information is relevant to the learner. When a learner asks “Why do I have to learn this?” they’re saying the new information does not seem to be relevant to them. Critical attributes (defining characteristics)2 The brain stores information based on similarities. New information is stored with information already in long-term storage that has similar characteristics or associations. Example: When learning about physical development, the brain will connect the concepts of fine motor development and gross motor development to information the learner already knows about how children develop physically, activities and materials that support physical development, personal experiences related to fine and gross motor, etc. The more connections made between the new information and existing information, the better. However, the brain retrieves information based on differences. To pull something out of long-term memory, the brain looks for the characteristic that makes the item different from all the other pieces of information stored with it. These differences, or defining characteristics, are frequently referred to as critical attributes. 1 Sousa (2001); Vockell (nd) 2 Bergeron (1999); Sousa (2001); Murray (2001)
- 8. Discussion Board #2 Head down memory lane as you explore your long-term memory.
- 9. Explore Mnemonics A mnemonic (/ n ə ˈ mɒ n ɪ k with a silent "m"), or mnemonic device, is any learning technique that aids memory. Visit: http://wik.ed.uiuc.edu/index.php/Mnemonics
- 10. Discussion Board #3 Your turn – post a mnemonic to the discussion board.
- 11. Review the Memory Strategies Checklist Instructions 1. Read each statement, and then select the answer that BEST describes your current use of each strategy. 2. Review your answers. 3. Select 3 strategies that you would like to begin to use and/or use more frequently. 4. Post your choices to discussion board #4. Describe why you selected these strategies. Sometimes Always Never Memory Strategies I facilitate memory storage and retrieval by: Using props, humor and other strategies to catch their 5 4 3 2 1 attention. Connecting content to learners’ needs 5 4 3 2 1 (e.g., WII-FM, WII-FK). Chunking content into “memorable pieces.” 5 4 3 2 1 Providing job aids as memory supplements (e.g., take- 5 4 3 2 1 home poster of hand washing steps) Planning icebreaker/opener activities that get participants 5 4 3 2 1 thinking about the topic. Incorporating “processing” time for participants to reflect, 5 4 3 2 1 rank, prioritize, classify, compare, discuss, and/or apply. Lecturing less and using training strategies that engage participants more (e.g., peer teaching, discussion, guided 5 4 3 2 1 reading, card sorts, application exercises). Using strategies (e.g., analogies, brainstorming, concept mapping) to help participants recall what they already 5 4 3 2 1 know (activate prior knowledge). Incorporating strategies that help participants connect new 5 4 3 2 1 knowledge to “existing” knowledge (e.g., use analogies).
- 12. Discussion Board #4 Post the strategies from the Memories Strategies Checklist that you would like to begin to use and/or use more frequently.
- 13. Read Long-Term Memory Strategies Handout Brain-Based Long Term Memory Strategies Strategy: Activate prior knowledge. Make it easier for the brain to connect new information to existing information (meaningfulness). Tactics Examples Analogies: An analogy Washing your hands is like washing a dirty grease compares two things in order to pan because… explain a new idea/concept by showing how it is similar to a familiar idea/concept. Self-assessment: Offer “Check your knowledge” (pre-test) participants an opportunity to Checklists (Check the strategies that you currently assess what they already know use….) about a topic. Best/Worst Scenarios: Ask Think about the worst part of your day. What is participants to remember their going on at that time? best or worst experience related Think about the best parent conference you’ve ever to the topic. had. What made that parent conference the “best?” Definitions: Ask participants How would you define discipline? Jot your to write a definition of a definition down. concept BEFORE discussing it. Brainstorming and/or concept Brainstorm a list of toys/materials you think should mapping: Ask participants to be in a block area. brainstorm or diagram what Draw a diagram that shows how you think germs they already know about a get spread in a day care center. topic. Use openers - icebreakers that Fractured sentences: Identify sentences that get participants thinking about relate to your training content (e.g., Outdoor playtime content. is not staff break time.) Write each word on index cards, capitalizing the first letter that begins the sentence and using a period after the last word. Give each participant one index card. After “putting the sentences back together,” participants discuss the sentence. 1 1 Ukens (2000)
- 14. Final Reflection How will you use the information related to long- term memory storage and retrieval in your training practices?