I have student use flash cards not only for terminology but as a study guide for lecture notes.
Thomas,
this is a great idea as it continually keeps the information in front of the students.
Ryan Meers, Ph.D.
Recent research is showing that practice testing is a good way to enhance learning. Pairing that with this module may mean using more practice test methods including pop quizzes but at the beginning of class or after a break. In healthcare education flash cards and mnemonics are helpful but now it seems that reviewing menmonics at the start of class would make it more effective.
Jerry,
yes the primacy & recency aspects can greatly help in the retention of key concepts.
Ryan Meers, Ph.D.
Hi Dr. Meers,
Looking back over my past classes, I found myself using more repetition of key concepts in hopes of helping the students retain the information. Now, I see that I should use primacy to really get the important facts across, as well as recency in the end to summarize an important concept. I've just started a new semester, so I will definitely give these a try!
Utilization of the methods of Pramacy, visual, recency, uniqueness, emotions, infomation chunking with flash card, notes, visual aids, etc. are helpful to reach variety of learning modes to fit the multiple intelligence of learners. Also word association helps the students' learning retintion and reduceds their confusion. At times Images, techniques or concepts that appear similar can actually be different in image and purpose. For example; Topographical - "Tall Teeth, Topographical (teeth appear lon & tall on the x-ray), Cross-sessional - " Cross Cut, Cross-sessional (teeth appears short & stubby on the film). Then compre & contrast side by side with each other.
Also, Visual aids - passing around during the class I have found is distracting. To minimize that I will hand out visul aids to each student or to share with their partners. If there are not enought material for this ratio, I will disply the items in two or three different locations in the classroom and let the students check the visual aids material as they are settling into class. I then cover the material during the class with slides or drawings. Oftern the student look at the materials with more understanding after the session without my having to reind them. Also, this allows the shy participaants to ask more questions of the instructor.
Sheila,
this is an excellent point & serves as a great reminder to consider the diversity that is present in our classrooms.
Ryan Meers, Ph.D.
Eric,
I definiitely believe this would be helpful. The words associated with movements & gestures has been proven to help even more with retention.
Ryan Meers, Ph.D.
In psychology I teach my students about sensory memory, working memory, and long-term memory. I provide the students with examples of how much information can be stored at one time in working memory and techniques on how to maximize the space used in working memory by utilizing chunking.
Age difference in the classroom do have an influence on memory retention that must be considered. Younger students can memorize more easily. I will use backwards chaining and the Pygmalion effect to increase learner's success.
i teach a technical history course pertaining to gasoline engines. My students are familiar with modern engines prior to taking my course. So with each engine series in history I draw relationships to what they have seen in the modern engine. Although the ancient technology is foreign to the student, drawing a direct relation on certain components from the past into the modern aids in the retention.
When moving into the next generation of engine series I draw the relationship between what they have just learned plus the relationship to what they know as modern technology.
Confirmation of the students retention comes from my coversations later on with them. Questions I pose, such as, "So with what you have seen so far on our piston technology, where do you think we are going next?" Students answers generally begin with the modern technology, then they begin to describe components in a detail that I did not relate to them. Details which obtain my goal of the student road-mapping the technology for themselves.
I felt there are some great things that I can learn from this section. One of which is how do I get students to memorize more efficiently. One thing I have put into practice is instead of having them try to do straight memorization of Muscles with origin and attachment sites I have them observe on a plastic skeleton what and where the points are in this way it becomes reality as opposed to words on a page. I have seen this do wonders for all students, even those who have very little confidence.
I am going to begin implementing more "fun" things like using a buzzer type game to study for the class final Jeopardy style. I would aslso like to implement some type of music into the class setting. To begin with maybe just when they first come to class.
When it comes to affiliating lessons with specific locations or settings... take the example of a saute pan placed onto a cutting board. The lesson is that you should never place a saute pan or pot onto a cutting board because if it is hot, it will damage the material, and even when it is cold, the underside is usually dirty and will contaminate the board.
Step 1 would be asking the same question "What belongs on boards?" with the response "food, not pans, chef." Could step 2 be taking the saute pan and always placing it in one spot, i.e. to the left of the board every time? Or instead of physically moving a student's work, always tapping the offending pan with a finger? Would the phrase combined with the repeated motion of always placing the pan in that specific spot help to solidify the message?
Eric,
and when these phrases are connected to locations or movements it helps to solidify even more.
Ryan Meers, Ph.D.
When giving demonstrations in the kitchen, I find myself repeating little "one liners" of important concepts or to help remember critical habits that fall into my course objectives. At first individual students begin to finish my sentences in the demo, and by the end of the term the entire class says those phrases for me in unison.
It works great, too, for correcting bad habits! "Cutting boards are for what?" "Food, not pans, chef!"
The primary lesson is a guide on how to achieve the best end result. If we begin with the end in mind, it becomes a goal rather than being revealed at the end. The remainder of the class session become to the path to achieve the best result on that pracical or written exam.
Dawn,
they are easy & also cn be very helpful to the students.
Ryan Meers, Ph.D.
I already put the objectives on the board and review the last class first. Making little changes to the room, giving small rewards, and ending with a review of the current class would be easy additions. These changes would take relatively no time to do.
Ivan,
this is a great device to use with our students to help them learn & retain information.
Ryan Meers, Ph.D.
