Darryl,
I agree that this seems to be a very effective way to teach material.
Dr. Ryan Meers
Students can maximize learning and retention through memory. Different people have different ways of memorizing data or information. One way to memorize is repetition by writing, by saying,or by doing a procedure. The key to learning is not just by memorizing but also understanding.
Whenever introducing a new subject to class I tie it to something that is familiar to the class whether physical cultural. That helps students relate and remember it.
I will definately conclude a talk earlier than I used to even if my instinct is that it is premature. This gives more opportunities for primacy and recency. When I start up again, I will try to link back to where the previous talk started and stopped. Better to utilize three shorter presentations than that one long one.
I like to do my culinary demonstrations throughout the class session. However, after learning and understanding about memory research and thinking back of the demos I did which was during the first quarter of the class, I realized that I wasn't reaching a lot of them because I needed to do the same demo, again, during the later part of the session. Obviously, they either weren't paying any attention or got distracted from the demos. Now, I will do the demos first, get their attention and focus,the "why they need to learn it" and explain the theory after. I am looking forward to a much more focused group during the lab exercises.
I try to give students hints on ways to use mnemonic & associations to remember various concepts. Or I may "act out" a concept such as the difference between assault & battery. In this example, I will approach a student & either verbalize a "threat" of harm or stand menacingly near them. I then explain that is assault. I then put my hand on their shoulder & explain that the touch without permission is battery. I reinforce this throughtout by asking which I have done, when I do an act similar as above.
We try chunking such as when a teacher would teach kids theor telephone number
Craig,
pre-reading is definitely a useful tool that is often overlooked.
Dr. Ryan Meers
The use of "pre-reading" should be valuable in allowing students to gain exposure to the material prior to discussion. I also will try using "backwards training" and mnemonics.
Sandy,
this is a great technique that really helps to engage the learners & prepare them for the day.
Dr. Ryan Meers
I teach in a kitchen lab, so reversing the chain by having an example of the plate about to be cooked/demonstrated in class already made and available for the students to taste as they walk in the door will emphasis visual, primacy, and other techniques.
Iobserved that majority of our nursing students in our school remember what have been taught only during the examination but no transfer of
learning from Classroom to the clinical setting.
My plan of action to solve the above mentioned
problem is to apply episodic and working memory
by giving case studies to discuss during the
post-conference.
I start each class with a question that pertains to the objective for today or from previous classes.
At the beginning of class I review the organizational steps for success. Mise(Mise en place)(a culinary abbreviated term referring to everything in its place) this is so important for the general set up and focus.
Next I relate the product being produced with a past item we have produced using the same technique. An example is The Creaming Method that is applied to cookies ( which we produce in week 1)and certain cakes we produce in week 5. Theory, then Demonstration and Production is the progression of our delivery. I will add hot cookies to the room prior to the students arriving to spark a heightened level of memory and retention.
letting the students give personal experiences and allow them to relate the course with their own personal experiences will help them remember the subject matter
I start out the day with a question. What do you already know about the subject and what would you like to know about the subject? This gets them thinking. Near the end of class I conduct a little game called the muddiest point. This gives the students a chance to let me know and get clarifacation on points throughout the lesson that they just didn't understand. I found that this works pretty good.
I give the students examples of the ways I remember information, and encourage them to come up with their on ways to help remember the lesson.
Retention is one of the keys to learning, and very important.
Through repetition. If a student repeats the procedure numerous times, they have less tendency to forget.
I have been introducing my students to new instruments visually in the book. Then I take them to the lab so they can touch and see at the same time. The next class time I give the students indes cards with the names of instruments on them. The students then have to go match the items to the names. Then after a few days of having the names and instruments together i take away the index cards and lay out the instruments and have the students label them by name. It seems to really help them remember.
I have been a fan of Primacy and Recency for as long as I can remember. One of the things I currently do is to define the "center" or "zero" of a particular lesson during my introduction.
what I will begin to incorporate, especially on my more complex topics (3 or 6 hours) is to reinforce the "zero" during key moments throughout the lesson.
