Hi
After i'm done with my lectures and explained and asked if they have any questions if my class say NO, then i throw my questions at them especially the important information that they need to remember all the time.
How will I use the memory research to increase the students' learning retention in my classroom.As an instructor, I always believed that the students had memory retention but because the course is accelerated that their brain could only store so much information at a time. The course was excellent. So much helpful information was provided. I like the suggestion of starting the class with a fun exercise, which I intend to use.
Also a great idea is to start with the learning objective. The objectives are placed on the board at the start of the class but expounding on them will help students retain more information.
typically, as the students are done with their lab assignments, I circulate around to see where the students are at mentally. I do a quick review of what they did,and have them explain their process. If there was a problem,it gives them an opportunity to go back and correct what they did or didnt do, if all is OK,then the discussion reinforces the object of the lab.
Nursing is not only memory it is also apllication. I use speakers, outlines, frequent quizzes, student presentations on the days subject (which includes the presentation, a paper, and a quiz), and writing reflective papers clinical experiences and skills lab. Students do not like writing papers since they do not see relevancy to their career. This has been a challenging consideration for me to wrestle with.
Memory research has uncovered many techniques that aid in the learning process. I believe that creating appropriate support materials helps in the learning process. Sequencing learning materials will aid in reaching the goals of the class. Then evaluating the results to determine what goals have not been adequately attained and reviewing the material again is effective in reaching the learning goals.
I like this! I do the same reading a short article that refresh the previous day's material, especially when it comes to food safety.. restarant reports in newspaper, new food recalls, etc. practice and repetition makes perfect!
I have used much of what has been presented, and see the value in review, and re-review, etc., but I have not incorporated much of the intrapersonal time. I am looking forward to this - I tend to lean on the side of too much interpersonal, and the class can get distracted.
I draw alot of pictures to the information I am teaching.I ask alot of questions about the subject being covered and do not move on until everyone understands.once everyone is up to speed I erase the board and ask questions and draw the same or similar pictures back on the white board and this helps stick topic and info in their brains.I also teach students to take good notes.
I will help students to remember what they learned in class by providing a period of time to do a class activity followed by a reflective de-briefing process, as students learn most while de-briefing or breaking down what they learned in their memories. I do this now in a College Success class I am instructing. I have students complete journal writing as a de-briefing exercise. In order to do things differently in the classroom, I can allow for more journal or reflective writing types of de-briefing to be implemented as a minor component of other classes that I instruct.
It's clear that students retention is increased through intimate and if possible concrete contact with the relevant material. I would like to develop more visual and kinesthetic activities that bring the student into direct contact with a visceral avatar of the topic i am trying to communicate and teach
In some cases remembering facts and figures may be necessary but in other jobs or activities having the skills to research information is much for valuable then simply memorizing by rote. For particular items that must be committed to memory I like to have activities or reading materials that the student can do in the evening right before bed so that it is fresh in the mind and less likely to be forgotten as the student goes to sleep.
Positive reinforcement is must. Students can tell if the facilitator is enthusiastic or not. When there is enthusiasm, students seem much more willing to participate in classroom activities.
In the class I teach every night the students have to go home and convert their recipes to the right portions and also rewrite their recipes. By the time they get to class the next day they have read, rewritten and have a prep list ready to go. By the time I demo the recipe they have pretty good retention. Then, they get to make the recipe and present it. Cooking the recipe really helps them to retain the information.
I will start each day of class with the learning obectives. I will also try to break up longer lectures with an exercise or case study to take anvantage primacy.
I am a big fan of explaining the "why". In my language, I call this "framing" a lesson. I believe strongly that as teachers we have a responsibility to put the learning into a context; if students can find a rhyme or reason to what they are learning, they will store it in their memory with greater ease and for longer.
I am also going to play around with the music piece of teaching. So often the students are working and I find myself saying, "It's so quiet in here! We need some music!" I'm not sure how our President would feel about this, but it is easy to justify based on the research!
i will use memory research to increase learning retention in the classroom by introducing different haircuts and clients to my students and from memory, allowing them to determine what type of cut is best for that particular client. i would do this in more of a salon type setting. what would i do differently? i would have all the students participate in the consultation so that they are all equally being challenged.
I like the idea of using backwards chaining and introducing key terms as they come into play. It makes sense in an accelerated program to get to the point as soon as possible instead of wasting the principles of the primacy tactic on learning vocabulary and definitions that don't yet hold any significance to the novice learner.
I might also try to find new and creative ways to incorporate the memory tactics of uniqueness, emotion and information chunking in order to help with retention.
I think the concept of peripheral learning is fascinating. I have often wondered if some learning occurs at a subliminal level. I have alot of colorful collateral materials I will now be posting in the classroom. The Intrapersonal reflective time is something I will be employing as well.
I currently use some of the memory research in my class currently. From previous classes I learned and I started to use are laying out the daily agenda on the board to set expectations and go over the learning objectives for the day as well. I feel these are in line with the memory research. I do plan on using the peripheral learning in my class. I think this will be a great fit for what i am teaching our students.
if you show them the prosses ( how to find what they need to get the job done ) they need to remember the prosses
