I am a huge believer in mnemonics!! I always apply acronyms for my DMS students to encourage them to learn detailed, long items.
Phil,
yes the reviewing of material helps connect all of the concepts together in a coherent whole.
Ryan Meers, Ph.D.
Freddie,
these are great techniques to help the students hold onto the information.
Ryan Meers, Ph.D.
I will use the concept of primacy more. I think by putting the most priamry objective on the board first, it will prpeare the learner for the most important part to remember.
The important concept of primacy, hits home pretty close. It is very obvious, but still I waste that important period with performing class chores such as attendance. This I will move to later in the class when we have lost that learning moment and need a break. Then we can do the chores and housework.
Flash cards for medical terminology and have the students label diagrams of the body systems certainly help retention
I find this to be useful as well. Be reviewing the previous days material, I sometime find out that there is a particular concept or key piece of information that I forgot to cover well enough for the students to understand. In addition, a daily review can serve to bring someone that was absent the previous day up to speed with the information that they missed.
I will ensure that I give information that is attention grabbing at the beginning of class. Then I will make sure to review the material at the end of class. Also, I will use uniqueness to help the students retain the material.
I will use this process with training aids, and the way I address a lecture.
Steve,
This is a good idea especially for the tactile learners.
Ryan Meers, Ph.D.
I was intrigued by the concept of backwards chaining and by flipping traditional sequencing by introducing the end result first and working back to the actual process of completing it. I will sit down and figure a way to implement this in my classroom. I believe it can be particularly useful in Accounting.
I like to pass around automotive parts for the students to touch and feel.
I will incorporate students being interactive with parts that we deal with in the automotive industry touch, smell not so much taste.
As a human we are created in a way to keep are ideas as good or bad periods of time. Neither one or the other has any more weight then the other.
billie,
the connections that we can make between the various points/concepts the greater the likelihood of retention.
Ryan Meers, Ph.D.
I will ensure to communicate the most important information at the beginning of class and at the end of class.
The backwards Chaining has worked very well for my class. I feel it gives them an idea of what I will be introducing such as new instrumentation, new terminology which they may not understand. This is a good tool for a facilitator.
I think students retain information if they can directly apply their new knowledge. In teaching the first day of the skeletal system to vet tech students, I have a series of xray images for them to look at on the overhead, before any lecture. As I go through them, I point out and name the bones. Then I say as we go where is YOUR femur, humerus, sternum? etc. This gets them thinking and excited. "Wow, I can understand an xray!"
Rassiel,
completely agree & there are actually online programs (quizlets as an example) that allows you to create flashcards so students can review.
Ryan Meers, Ph.D.
I think that because flashcards can so easily facilitate repetition , they are the best way to create multiple memory-enhancing recall events.
