I can use a mnemonic device to help my students remember the steps in their preparation process and I can chunk up the steps for more difficult tasks to help them remember them more easily.
michael,
I really like this idea as it helps the students know what's happening & how its going.
Ryan Meers, Ph.D.
michael,
I really like this idea as it helps the students know what's happening & how its going.
Ryan Meers, Ph.D.
Love this. I do something similar for my drawing classes but they are objects for them to draw. I usually do fruit one day and they get to eat it afterwards.
I think listing the objectives on the board and implementing more fun activities will help the students tremendously.
I already use a review of the previous lesson and a review at the end of the day's lesson to help with retention. I do like the idea of periphials and I could possibly use them in my class.
Arlene,
this also shows that you value their lived experiences & want to hear from them.
Ryan Meers, Ph.D.
By breaking information large chunks of information down into smaller, easier to remember pieces. I like to use mnemonics a lot in the classroom. Focusing on seven or fewer items at a time helps the students become more successful.
I try to have my students perform a small hands on task for each topic. I find that this greatly improves the retention rate. It also keeps them attentive and ready to continue learning.
yes by the students talking about personal experiences, and asking questions this helps them get engaged with the disscusion. visual aides are very helpful in the classroom.
Angela,
I've said it before that flash cards are one of the best ways to work on memory & retention.
Ryan Meers, Ph.D.
I will incorporate flash cards to learn the different muscles,and then find them on the body as my students massage one another.
Larry,
and this can also encourage the critical thinking as the students think through the reasons & the why.
Ryan Meers, Ph.D.
When teaching MedMath this time I'm going to try backward chaining. We take two acetaminophen, let's discover why as opposed to here is the formula method for dosage calculation. Sounds like more fun and a chance for discussion, which is often missing in math class.
I particularly like the concepts of backward chaining and re-sequencing. I will show the end result and then break it down. For terminology sections, I will use the terms as they are presented in their physical introduction. I think both changes will offer better opportunities for student retention.
I remind my students that college course are building blocks. In criminal justice courses, new course in investigation, interviewing, or patrol procedures are introduce. However, the same rules of evidence govern by the constitution apply to these new method. Therefore, I have my student identify what amendments apply to search and seize or the legal standard to each method. This relevant because of the liability issues that introduce in previous course. By the time we reach upper level course material, this information becomes well established and secondary in nature.
James,
this is a great technique for courses in which the assembly/knowledge of parts is key.
Ryan Meers, Ph.D.
By using components they can assemble multiple times until they can do it with no other aids.
Julie,
especially when dealing with longer or more complex concepts these devices can be life savers!
Ryan Meers, Ph.D.
Well, one thing that might be helpful is knowing the difference between "Declarative Memory" and "Procedural Memory." Declarative Memory is the type of memory that comes from deliberate memorization & facts/concepts that can be recited verbally &/or tested in a written format such as a multiple choice test or essay test. Procedural Memory is attained through experience or "doing" and can only be evaluated by observing a student simulating or actually trying to act out or perform the skills they hopefully mastered. Building Declarative Memories can be accomplished via pneumonics, maintenance rehearsals (repetition), and associating other relevant information to what is being learned. Building (facilitating) procedural memory can be accomplished via faciltator-mediated simulation &/or watching students actually "do it." I found that knowing these 2 types of memory is really useful. :)
