in anatomy classes began using real anatomical parts (of animals) and they had to do dissection and point out the different parts and structures learned, that's reason enough and helped them to memorize
I will use games that will increase memory and focus more on the learning objective when creating these games. Put more time into creating games that appeal to all.
I use memory in my classes when trying to help my students understand a new concept. I color code forms and help them remember things by color. So when I say take out your patient registration forms and I see all blue papers on the tables, I know that they understand.
Carol,
and these experiences help provide "pegs" that they can hang the learning upon.
Dr. Ryan Meers
I think to rely on real life experiences or clinical experiences brings the message home better because they have experiences or lived the situation
again since I teach nursing I like to bring real live experiences they have had in their clinical areas to emphasize and bring home a topic. another way to maximize retention is to have them bring to the class real experiences they have had with their families which tends to jar the memories of the others in the class that perhaps this has happened in their own families
I will use the white board to write the objectives for that class period and occasionally review them throughout the class.
Florita,
sounds like you already have many great techniques that you use. Glad the course was helpfpul.
Dr. Ryan Meers
ED 107 has been a great course in explaining "Actvely involved learning" by the student. I liked the information on building retention, which states that an individual shapes its mental references by the influence of parenting, schooling, friendships, work, and life experiences, leading us to do what we do in certain ways.
In my current class I had the opportunity to use the subject of memory retention with an adult student over 40 years, who had a hard time grasping the information when it came to lab skills. I used the method of repetition, making her redo the skills several times, in consecutive order, if necessary. I also enquired about her previous learning experiences, from previous school, at home, and from her surroundings, which have gone well. This student worked on a journalism degree, only to quit shortly before graduation. She admited to having fear involved to succeed and explained to me that people sometimes sabotage themselves from gaining success because of fear.
To maximize retention, I explain to students to visualize what they learn, and bring this in connection with the subject, and to not have fear overwhelm them.
In lab I write the objectives on the board and specify if necessary with the student's name behind a subject, so that they know what they ought to achieve for those hours.
With regard to the environment, we may simulate a dental office during lab time with a dental reception area, and clients waiting to be treated etc. Students currently also have the opportunity to visit a dental office during class time and take digital x-rays on clients. This gives them a firsthand connection to see and do what happens in the dental office (visual, kineshetic)
What I am thinking about doing differently in maximizing retention, is introducing soft music on occasion during lab time or lecturing, as I nocticed that these students often listen to music before class starts.
I teach information technology courses, specifically in the areas of programming and networking. I believe that backward chaining might prove to be helpful.
I noticed in the Support Materials section that we have a certain scanning priority, quadrant 1 (upper left) is where all of us look first, and then quandrant 2 (lower right) is then where our eyes fall --- and then to 3 and 4 --- I plan to change my PowerPoint presentations to use this. Thinking that my students will retain more because it'll be more 'natural'.
I will use the white board to write the objectives for that class period and occasionally review them throughout the class.
I like to set out on the desks various items related to the days topic before the students even get into the room.When they arrive they generate their own discussion on what they think the items are and what they are used for.
Use of games like Diabetes jeopardy. Where you give definition of the concept and have student phrase the question with defining concept.
I would use many different retention to help my students to acheive their educational goals, such as using their five senses. I would use this to build their knowledge and skills. I would also use games and patterns to help them acheive their goals.
I will begin class by asking questions about the material from the previous day and will use debriefing at the end of the day.
I introduce the learning objects each day first (Primacy) and at the end of the lectures/learning activity emphasize the learning objectives again (Recency) to see if the students understood them.
This is a fantastic idea, i can't wait to incorporate this lesson into my classroom. I have found that similar exercises have had a real positive affect on retention.
I believe in using the white board to lay out the days content. We use it to refer to throughout the class. Also every day, I write review questions on the board to help with retention.
English Composition: Each chapter contains a different style of writing and has 2 or 3 essays written by professionals. I need to begin by discussing these first instead of all the terms, techniques and characterics.(backwards chaining) I will make better use of review at the beginning and end of each class to tie together objectives. My expectations for students is high; I need to do more communicating of this to them.
