Hi teresa!
What do you mean by this - shorter answers to what?
Keep up the good work!
Jane Davis
ED107 Facilitator
Hi Teresa!
So is this the only thing you do to maximize retention through memory? I bet you have other things that would be valuable to share?
Thanks,
Jane Davis
ED107 Facilitator
Hi Lillian!
I have actually put together a flow chart for students to label as we move through the course. If done properly, this is a very good study tool. It provides a took for the visual as well as none visual.
Good job!
Jane Davis
ED107 Facilitator
Hi Chunan!
I think that has be a technique used for many years. I remember learning multiplication tables and verb tenses. It was repeatition, repeatition, repeatition.
Good job!
Jane Davis
Ed107 facilitator
cultural differences may make a difference
i agree life experience is relivant
I will use maximizing retention through memory to help my students grasp some of the harder or more involved techniques by having them talk about why they love the final product (a food) so much, what it is they like about it and then we will work backwards to show them the techniques they need to create a product that has those qualities they like
I would like to increase the use of the visual when giving students content that can be dry and sometimes uninteresting. For my deisgn classes, visuals of the concepts and processes that they are learning about can mean the difference between comprehension and temporary memorization. In addition, I have found that utilizing kinesthetic methods can also be of help. For example, when creating a presentation, recording ideas on sticky notes for ease of organization on a board can help students with both process, detail, and flow.
There is an old saying about public speaking: "Tell 'em what you're gonna tell 'em'; tell 'em; tell 'em what you done told 'em."
While I've always been amused by the "folksy wisdom" aspect of this advice, I'm pleased to learn that it turns out to be rooted in (or, at least, confirmed by) theories on memory: primacy and recency, in particular. In "telling 'em what you're gonna tell 'em", you're playing to the primacy effect. In "telling 'em" you're delivering the content. In 'telling 'em what you done told 'em", you're playing toward the recency effect.
Can anyone think of any other old sayings that summarize/are confirmed by the lessons from this course?
I like the circular learning method, repeat the things more times especially the important ones.
I will use only positive words with the students. I will also make more connections with things that will make concepts eaier to remember.
Hi Jocelyn!
these are some very good tips for those of us who do very little on-line teaching.
Thanks and keep up the good worik!
Jane Davis
ED107 Facilitator
I will begin using the agenda before class as suggested, perhaps on the whiteboard. I didn't really think about students needing to know the plan for the entire class period. I had always thought, when I was a student, that I'd rather be surprised, so it was good to be reminded that some people like to know exactly what is going to happen next in order to feel oriented.
HI
I teach 100% online. There are limitations to commenting on this to some extent.
I do give live presentations. I use music to start with and incorporate visuals. I do always offer a list of topics to be covered for the presentation. I then present the information and offer students the opportunity to share personal experiences related to each topic as we go through it. I strive to incorporate real-world examples to support the concepts and make it more relevant. I list the topics covered at the end as well.
Students have the opportunity to go through simulations in some classes as well, which helps with learning retention.
Jocelyn Dervis
When maximizing retention through memory, student must be able to focus and the lesson must be interesting to maintain concentration. Distraction and interuptions usually cause focus loose and can have a negative effect on the task at hand. I ultilize a time span on outlining a lesson. If I have a morning class, I will outline and lecture the exciting points and bring in the root of the lesson plan after I have clearly gotten some interaction from the class. This sometimes may require a open discussion on some other topic that might excite the class before getting down to the lesson plan outline and agenda.
I alwyas tell them at different times my way of remembering things. I think it makes them come up with their own ideas and I have a lot of fun doing it with them.
Hi Robert!
Great approach to start with what we know and then to move on from what we learn. Isn't that what we hope will occur with our students as well?
Keep up the good work!
Jane Davis
ED107 Facilitator
