by using the debreifing methods i will increase retention
I have used a form of backwards chaining while teaching the more difficult sections of an algebra course. I start by making a list of the math rules or formulas, and then use several examples with them. After the students understand how to use the rules or formulas, I explain the details of why the rules or formulas work. This is followed by solving more complex problems using the rules or formulas. My software company developed the ABC Method for instruction to “make the complex, simple”. It uses a unique combined form of backwards chaining and of chunking. It takes a complex task and breaks it down into its most simple component parts. A completed sub-task is shown and explained, followed by step-by-step instructions and examples of how to create the sub-task. Each of the sub-tasks is taught this way until all of the sub-tasks are completed to make up the entire larger complex task. Just like learning the letters of the alphabet, the most basic parts can be combined to create more complex expressions and ideas. Letters become words, which can be grouped together to form sentences and paragraphs. I have completed several advanced degrees and have conducted extensive research in the areas of adult education and positive psychology. There are many effective teaching methods and ways to effectively motivate students to want to learn. The students are ultimately responsible for their education.
I try to make important things fun. Things that I know the students need to know I try to relate to a story or situation that I have come across in practice. I find that the more interesting the story the more likely the students will be to remember them. I even reuse stories I was told in school because I still remember them.
Well, today I suggested students use Information Chunking for a 10 step process.
Primacy is big. Seminar attendee's show up alert and enthused, and the facilitator spends that precious time with introductions and talking about what we're going to talk about. As a facilitator, I try to capture that initial enthusiasm before I ultimately put them to sleep.
I'm going to give something to students who volunteer answers or questions. I'm thinking of perhaps a $1,000 bill.
I think that I will try to paint more pictures in their minds.
I can definitely use the recency and primacy theories -- listing lesson objectives on the board at the beginning and then summarizing at the end. I also like the information chunking concept and will use this to help break down complex material into more digestible units for students.
I can't agree more. I use review activities almost as much as delivering the material and it helps the students retain the info so much better! Games are even more helpful for review.
Hello Alesha,
What a good idea! When in school, I would often do just that and you are right about relieving the anxiety.
Jane Davis
FD107 Facilitator
Perhaps related to the backwards chaining, I often recommend my students take tests backwards if possible. I have used this personally and found it to be fairly successful for most students. When test anxiety gets to be an issue, taking it backward seems to alleviate at least some of that anxiety, because you have already seen the "end" of the test.
Utilizing Backwards Chaining seems like it could have the effect of implementing multiple (if not all) retention tools. Primacy will be attained by introducing the finished product, or objective, at the classes start, as could visual and uniqueness if done correctly. By ending class with the rudimentary steps of the objective, you can drive them into memory via recency. This could, in fact, provide the most potential for retention. It would especially be useful for highly technical topics such as Business Analysis Techniques or Market Research.
I am going to give alot more positive feedback when I can but being in the dynoroom csn be dangerous.Right now I have alot of broken parts and chunked tires that I use as pictures or visual aides.I have always started each day with a quick review saying I am old and have no memory and it helps me to hear things over again while I am reviewing.I have step by step instructions that the students get that I tell them to use when needed.
I teach several laboratory courses that is a lot of "how to" and then we breeze through the why. I am seeing a bit more to the value of the why and how that may help the students retain some of the how to a bit better. Relating it to personal experience or the emotion behind why may also help us. There is a lot of emotion involved with the veterinary field.
I have to admit that the review at the end of my lectures is pretty short and I think in the future more time will be spent in my class reviewing the topics covered.
I believe i can really use the seating arrangements discussed throughout the module to assist my students with their retention. I had never really given that much thought to how you are seated effects your ability to remember.However my current course requires alot of lecture so anything that will help me with that i am willing to try.
It's particularly effective if you also come back as the last thing you talk about so you knot only get the impact of Primacy but you also reinforce using Recency as well.
My experience is that most students need something both visual and physical to keep focused. Even this does not always work, especially if the course is one that the student does not want to take.
I teach accounting and spend more time having the students work problems in class on worksheets designed to emphasize the learning objectives. Lecture does not work; Power Point has limited value if the students attempt problems other than immediately after class. The students need something they have worked on and completed themselves in class to refer to when they start on homework.
Hi David! This is a good point! Do you find that sometimes when a student finds a learning technique that works for them, it is a variation or adaptation of something that you use and have shown them? In that sense, we are not only teachers, but learning resources. Bravo!
Jay Hollowell
ED107 Guest Facilitator
i like to tell the students my way of memorizing something and i think it helps them to at least come up with something that works for them
The tip on Primacy is very interesting. I am going to try this with my next class.
pictures to taskes or songs to sayings to promote memories retention
