edward,
repetition really is a great way to solidify the learning & help them retain more.
Ryan Meers, Ph.D.
We often produce the same items multiple times in a class so I ask the students do they remeber the procedures and what would they do to make that recipe better. I remind them not to focus so much on the recipe as they do the method
Amanda,
the repetition of skills along with the flashcards are great ways to get that learning to stick.
Ryan Meers, Ph.D.
I always recommend flashcards, especially for medical terminology. Along with the idea of repitition, I make sure they practice their hands on skills numerous times so they no longer have to think about what they are doing, and they just do it.
Courtney,
my opinion is that any new strategy/technique is a good one to try as it keeps us fresh & then we can evaluate whether it's truly a good fit for us & our subjects.
Ryan Meers, Ph.D.
I'm going to try to teach the physiology of a system before the anatomy
jesse,
These are all great strategies to help our learrners
Ryan Meers, Ph.D.
I frequently use the primacy and visual aspects of memory and find the use of mneumonics and grouping to be very helpful.
Mohan,
this is a great idea as it helps them connect the newer information with a familiar concept (going green).
Ryan Meers, Ph.D.
Mohan,
this is a great idea as it helps them connect the newer information with a familiar concept (going green).
Ryan Meers, Ph.D.
I teach Diesel engine technology.When I introduce the emission control system components they can be presented in green color (components painted in green, visuals displayed in green etc) as green has been universally chosen as environmental friendly color.
Dr. Eileen ,
and it really helps set the stage that this is a learning environment & we're here to learn.
Ryan Meers, Ph.D.
Tom,
this is a great idea as you are keeping it in front of them & in essence, forcing them to think about it more.
Ryan Meers, Ph.D.
I have an accelerated course and it's difficult sometimes because I don't like to feel I am teaching students to memorize things. I want them to learn how to think and reason, and be persistent in solving problems. I want them to be good problem solvers. (I teach applied math.) So I think in the future I will try to do some kinesthetic exercises, maybe more group work. I just took a class recently with Stanford Online and it was specifically for math teachers. One of the important points was to let students spend some time thinking about their plan for solving a problem, and talking about it, and also trying and revising, as in making mistakes and going back over the work to improve. I have been trying to incorporate more of that in my teaching as well.
We encounter a great deal of terminology in my class. I think for each class, I could list the terms on a flip chart and post it at the door. Students can also pick up a copy of the terms as they come into the room. As student encounter a term somewhere in the class, they jot down their thoughts about it and the definition.
The idea of primacy is a new one to me. I can not tell you how many training sessions I have participated in as a learner and as an instructor that began with introducing ourselves. The idea of talking about the learning objectives first and emphasizing what is important about the class makes a lot more sense to me now. I will always begin the class by discussing the objectives and how each class fits into the degree program the student is working on.
Bronzel,
yes, we have to help these students as best we can to stay on top of the material & keep it fresh in their minds.
Ryan Meers, Ph.D.
Memory is important in accelerated learning because it drives how well learners retain new or changed learning. I think the more they learn it drive them to stay and learn more therefore maximizing retention through memory.
Nastassia,
these memory devices are a great idea to help students learn & retain the information.
Ryan Meers, Ph.D.
In helping students to memorize new words, I do my best to connect the new words with the surrounding us objects. For example, when they study chemical elements, I provide connection between an element and an object where the element can be found: like, calcium is in bones and teeth, sodium is in table salt, etc. I also suggest they draw their associations with a particular chemical name on the index cards (for example, banana next to potassium, balloon next to helium, etc).
In addition, breaking the class into groups in which they can test each other on how well they have memorized the words so far is a good opportunity for students to connect and study at the same time.
