Helping students retain information. Difficult.
I have fellow teachers ask me if if I forgot to teach a subject area because my former students did not seem to know anything about the topic.
I might reply something like, "The topic we spent three days on?"
Is it because they just learned the information long enought to take a test but never learned it in the first place? Probably. I have students that do not care about the subject at hand and they will not remember the information if they do not care about it.
Ryan,
This is true for certain students and unfortunately we can't change this fact. These are the students that don't do well later in their careers and can't understand why they can't catch a break. The reason is they don't have the knowledge and/or skills required.
Gary
I believe that even if the student cares to learn the content , they will have a difficult time retaining it if it is not put into use on a regular basis. many of my students are not employed in the field they are studying.
I've encountered the same thing. Try as I might, some students just don't want to remember lessons any longer than it takes to take the test.
I agree that we need to establish the relevancy of the subject matter to the real world, the only problem is, some of these students have no intention of ever setting foot in that world. It can be very difficult to motivate someone who clearly does not intend to pursue this as a career path.
I teach med math and therefore have built in motivation. My students must remember calculations or they harm a patient in the future. Early on, this knowledge increases stress, particularly for students who perceive that they have a weakness in math. I like application for retention. We have problems that mimic the real world application of the math concepts they are learning. This is of singular importance.
previews and sumarizing every key point of the lesson also helps emencly .
I agree, so many students don't see any value for the subject because they think they won't use it again. I teach automotive brakes and a lot of my students are in the diesel program. I try to point out the parts of my class that aren't taught in diesel brakes that the next instructor will expect them to know. That helps, but, it means I have to know what they will see in the next class. Not so easy since I've never worked on diesel trucks.
I agree as well. I have many students who learn better through more examples. If I can make it relatable, then the students remember the information more, it brings about more class discussions and they retain for future assignments or tests.
One topic I use is to bring the subject matter up duing a presentation of the day. I try to give them a understanding of what today is going to consist of. Then as the day goes along I use the subject in multiple of applications during the day. then show them where it is used,how it is being used in practical applications. Once we start the next day we use the understanding we learned yesterday and build on the topic that was previosly shown. A quick refresher on the sujest for refresher.
Kathy,
This really helps with the application of the newly acquired content. The students are internalizing the information and then making application of it through the games and activities.
Gary
When I lecture: we read together I stop and explain each section I always tell my students I don't want them to learn just for their test but to understand why or when we would do this or that depending on the subject they all say it works for them we also play games with subjects
Dennis,
I agree with you about making the connection between content and application clear and understandable. Through examples our brains start to draw connections that lead to retention of content and storage in our working memories.
Gary
I believe students retain information best if they see an immediate application or benefit. For example I loved the explanation of how WD-40 was named. I will never forget it because I use it and I will think of the name every time I use the product. These are the most useful aids I believe.
HI
I beleave that when we have discussion on waht we learned will help with this . At that point it take a mental note on what they retained and look at new ways to help them connect and stay engaged with class.
Hi Julie,
Good strategy for helping the students to "connect the dots" between course content and career preparation. They are starting to see the application and relevancy of what they are learning.
Gary
I also come across this very same question all of the time. Why do I have to learn anatomy and chemistry to be a cosmetologist ect. When I explain that its important to know how color works and not just the application or how bone structure pertains to hair styles or facial massage then they can start tying the two together, and then finally I explain the more knowledge you gain always makes for a more proficient cosmetologist
Examples are a great way to help students remeber facts and stories that make the point do too.
Hi Mitch,
The more examples the better. There is a reason they are there so the more relevancy they see the greater the value they will attach to the course.
Gary
Hi Steve,
The key to retention is application. So the more you can help your students apply their new knowledge the greater retention of content there is going to be. Also, help them to apply the knowledge and/or skills in settings outside of school. This really helps with retention as well. You are trying to get the information into their working memory bank and that comes with repetition.
Gary
