I start out my classes by teaching mnemonic devices or memory training by using alliterative
adjectives to remember first names. We go around the room and repeat names. I also start a discussion of acronyms and how they help us remem-ber from HOMES to help remember the Great Lakes to
SCUBA, that has become the word in itself. We later use FANBOYS to help remember the coordinating conjunctions in a compound sentence.
As to doing differently, I want to add more acronyms to my collection with suggestions from
the class.
The concepts of chunking and backwards chaining resonated with me because they correlate with some recent changes that I made by accident. The lesson plan which I inherited was formatted to spend the entire first day on terminology and specifications, then another on review and testing. I have recently tried cutting out a lot of detail initially so that the terminology can be broken up into managable chunks. Then I turn the student loose in the lab with a list of exercises for which they are not really prepared. They seem to be much more engaged by the sort of "scavenger hunt" challenge of finding their way on their own. I literally run around the lab answering questions and pointing them in the right direction, which is energizing for me and rubs off on the students as well.
Lori ,
this is a great way to help with retention of course concepts.
Dr. Ryan Meers
memory joggers are thru association i find that hooking up past knowledge works the easyest
I have always been a big fan of review sessions. At the beginning of each class I have an icebreaker poll question which allows the students to give their opinion on a topic discussed last class. I emphasize that there is no right or wrong answer. We then go over the question and possible responses as a review. I also use Jeopardy at the end of class to review what we have just learned.
Carl,
I too like to use the expectations & objectives & revisit them frequently to make sure we're on track.
Dr. Ryan Meers
In a microphones class that I teach, As the students enter the room I have the 4 basic types of mics categorized and written on the board. Below each category I have a selection of the actual microphones that fall into it. I then play them a selection of recordings that use each type before I describe what each of their properties are and how they are all different and applied for different purposes. As I am describing their differences after the audio demo, I speak into each one so the students can hear how they sound independently and how their manufacturing makes radical differences in their qualities. This really helps the students learn the types, remember which mics fall into those categories and why and when they would apply them in real world recording sessions.
I have learned to emphasize expectations and objectives in my introduction to a course or a class. It does help learning (per the students' evaluations). Now I will also incorporate primacy and recency.
Vincent,
yes, the more variety we use in the techniques to get the information into their heads, the better off they will be.
Dr. Ryan Meers
Dallan,
yes the more we can help connect the more abstract concepts to emotions, stories, etc the greater chance the students will learn the concepts.
Dr. Ryan Meers
Depending on subject, I like to have them take notes on the topic. I always have visual aids to pass around that relate to the subject. In some cases, I will have them design and draw a system that they think will work. This really helps with discussions.
I realize now that I remember information more vividly by attaching them to emotional/visual events surrounding the moment that I was in. I try to use humor to break up the lecturing cycle, but also to ease into a complicated subject or learning event. I'd like to keep using humor, but also add some positive, encouraging emotions to tie them into the learning information.
I try and break my information into three to four sections with breaks inbetween each. for example:
On the white board before students arrive, I have an objective which clearly states the item to be learned
Lecture includes in depth information on the subject as well as multiple illustrations (usually the students will draw this out)
Demonstration of the technique, with student envolvement.
Production utilizing everything they have seen.
Then a wrap up to discuss all that has been learned and other avenues of research on the topic for the day.
I teach Pharmacology with a focus on classifications as their first introduction to Pharmacology. I have always used the pygmalion effect although I didn't realize it had a name. I like to be positive and encourage my students and let them know I believe they can be successful. They are always overwhelmed and anxious about this course particularly.
Last year I developed some mapping techniques for power point slides that have: subclassifications, uses, actions, side effects, and assessment points for each classification we discuss. The learners have been very responsive to these so I'm going to improve these. I am going to let the students pick from 5 highlighter colors and let them use these colors in the 5 catagories of each slide to color the topic after we have discussed it. Then I'll let them tack the slide up on the tacking strips we are lucky to have in each room. I'll start them peripherally on the students left as we start the course and them let the students move them around to the right as we keep adding more. I plan to keep them up for the entire session so the students can have access to them for individual study and review. I think I'll just have them turned over for the test but still leave them on the wall. I'll adapt as we try this and definitely get feedback and ideas from my learners. I'm also going to do some matching games with index cards for drug name to be matched to classification.
Sean ,
this is a great strategy which hopefully really helps solidify the material in the minds of the students.
Dr. Ryan Meers
I have been trying a variety of methods to enhance my student's learning through chunking, mnemonics, etc. I teach pharmacy laws and drugs frequently, but my students are a mixed bag in whether they retain the information. Because the drug information is so foreign and overwhelming in such a short period of time, it is difficult to reach all of the learning styles to be thoriughly effective. For example, I use visual movie references for obscure drug laws along with pictionary activities to make associations, but age limitations and cultural differences hinder the connection of the material. Any suggestions?
I give the students a quick look at an up coming pratcial exercise, "preview". I'll than review what we have covered and lauch right into a pratical exercise to to re-enforce what they have learned.
You should always present the information to student in a format that she or he will understand. Then you ask if there are any questions once the student state’s there is no questions review the material again and then give the students a pop quiz.
Regina,
the review/preview method has been around a long time and I still find it one of the most useful tools.
Dr. Ryan Meers
Using the first few minutes of class to recall and summarize the previous class concepts has been very useful, especially when building on that material for today's class.
The course I'm currently teaching on human resources is structured over 12 chapters with a logical progression to cover all the different aspects of the topic. Workplace laws, along with their acronyms and associated vocabulary, make up a good amount of the study material. I will try using more word associations and explore other ways mentioned in this training to help students with memory recall.
