I got this from Pepperdine University and thought it really played into what this section was about.
GULP is an acronym for an effective four step process to improve short and long term retention.
Step 1: G - Get It
-be present and conscious during the initial learning
-pay attention and listen
-experience the initial learning with as many senses as possible
Step 2: U - Use It
-review material immediately
-repeat it
-write it down
-sing or chant it
-recreate the experience of the learning
Step 3: L - Link It
-associate new learning with something already known
-link it to something it sounds like (acoustical link)
-link it to a location
-make an acronym link
-mind map it
-rhyme it
-group it
-categorize it
-alphabetize it
Step 4: P - Picture It
-create a visual image of the association
-make it move
-make it vivid
-make it bizarre
-exaggerate it
-use color
use all senses - seeing, hearing, tasting, smelling ASSOCIATION AND LINKING TECHNIQUES
John,
yes these connections to past events or well known ideas is key to helping with recall.
Ryan Meers, Ph.D.
John,
yes these connections to past events or well known ideas is key to helping with recall.
Ryan Meers, Ph.D.
I really like the idea of happy memory triggering an enviorenment that allows student to learn with less stress. Memory can also be enhanced through similarity comparisons through past experiences
Incorporating the emotional component set for the student the benefit of the class, thereby giving more value to it, something that I will place more emphasis on. Furthermore information chucking will become an area that I place more thought into when certain learning areas have more than five items to a list.
Susan,
the repetition is key to learning & especially in certain types of tasks really becomes a safety issue.
Ryan Meers, Ph.D.
We practice practically the same situations over and over until they develope a habit. As we go along we are expaining and showing to each other how and why is works like it does. Then I have students create their own situations that they then have to find a solution for. By then they have memorized the method and it seems easy to them.
I will try and focus on the best way the student seems to remember, whether it be visual, auditory, or by doing. It may be a combination of the three. I always want my students to hear it once, do it once, and then teach it once to another student. I found that this technique works great.
Timothy,
this is a great strategy to provide a point of reference for the students for the remainder of the course.
Ryan Meers, Ph.D.
Backwards chaining has really worked for me in my classroom, I show the finished assignment before showing all the parts that lead up to the final result. I really find this helps the student to understand the individual parts and how they will be utilized.
I would like to incorporate more memory aids such as information chunking. There are several lists of steps that my students must memorize that I think I can condense into three major categories.
I agree. Each course I teach begins with a list of course objectives. I discuss each objective from the point of view of someone who has completed the course and is utilizing the material - either in the real world, or for testing purposes. The hope is that catagories are created in their minds that help organize the flood of facts that follows...
Kim,
flashcards really are a great way for our students to retain key information.
Ryan Meers, Ph.D.
In my classes the students use the flash cards to write down their key terms. I have found the one's that do this on a regular basis seem to retain more in class.
Kelly,
nothing can replace good old repetition as a great way to aid the retention of information.
Ryan Meers, Ph.D.
I repeat myself a lot during lecture, and after lecture, I ask the class the key points of the lecture. I even bring it up again the following day so I can make sure they are retaining that knowledge.
Edward,
these little tricks are great to really assist with retention of key information.
Ryan Meers, Ph.D.
Pamela,
this is a good way to check in & see who is really retaining the info & know what might need to be covered again.
Ryan Meers, Ph.D.
I have seen that students have a hard time remembering components.I have so much material to cover and a short amount of time to cram it all in.students get overwhelmed and it shows in thier test scores as well as in thier hands on assessments.I have currently been trying to include more reviews as well as more hands on component identification in hopes that this will improve student retention.
I try to group them so they are in a logical sequence or through some type of mnemonic structure.
Out of the sky I will ask a pop quiz question after a test and give extra credit to the ones who answer correctly.
