Episodic Memory
This definitely works best for me, and seems to really work best for students as well. It's a challenge to come up with something students will remember for every important point... but it really works.
CORY,
These stories are very important as you mention. The stories help students to see the value of the content as well as the relevance to their career development and future success in the field.
Gary
Gary Meers, Ed.D.
I find it works very well when you can incorporate a real life experience story with what you are trying to teach....that way the students that not only are you teaching them theory but also giving them knowledge from experience as well.
Saroj,
When you connect your course content to the lives of your students then you are helping them to see the value of what they are learning. Also, you increase the retention of content by the students because they connect it to their lives.
Gary
Gary Meers, Ed.D.
Episodic Memory is a good way of storing memory. When I incude in the lecture and also make students participate it helps
Saroj Patel
In the course I am teaching, where students have to be trained in situational interviews. the applications of episodic memory are very important and vital to their success.
Sudarshan Daniel,
I compliment you on your strategies because you are helping your students to see the value of the content being offered in a number of different ways. This is why they can store all of this information in their episodic memories and recall it as needed.
Gary
Gary Meers, Ed.D.
I teach advanced respiratory care and my students are astonished at how they learn course material when it is connectedd to their long term episodic memory
Wendy,
Yes it is and this so important for the students to be able to do. They need to see relevancy and application to what they are learning. When they do the value of the course increases greatly.
Gary
Gary Meers, Ed.D.
One of the things I often do when teaching computer software is to ask the students if they can think of a way they can use what they've just learned in their job. It's kind of like projecting an episodic memory.
Carla,
This is a very practical and understandable way to teach a complex topic. Understanding the texture of a cake mix in relation to dental material gives the students a foundation from which they can operate as they move deeper into the course. In addition, they will be able to visualize as you have mention and that really helps them with their episodic memory.
Gary
Gary Meers, Ed.D.
For me, concrete information that can be tangible and objective is most easily learned and applied. As a primarily kinesthetic and visual learner, I do well with topics that I can personally relate to. Abstract, complex, theoretical, and intangible topics (like a lot of math! haha!) are more difficult for me to grasp, especially in my profession, since they have no application.
I also incorporate real life examples into my courses for the purpose of memory recall and visualization of current topics. I use tons of analogies (I talk about food often,) also, for things that might be more complex. For example, currently, I am teaching a course on dental materials to dental hygiene students. The course includes both lecture and lab components and is therefore partially a hands-on learning experience. During lecture, I relate materials to foods (or something else) before we physically manipulate them. Most people have baked a cake or used a blender or eaten a bran muffin, so they can relate textures and components of brand new things and ideas to real experiences.
Kelly,
Students at times amaze me because they seem to think that what is being studied in the classroom has no other application. Your connecting of psychology and episodic memory helps them to see the value and transference of course content to the real life.
Gary
Gary Meers, Ed.D.
I teach psychology and I often ask students for examples of how concepts relate to life experiences. They are amazed at how easy they learn information when it is connected to their episodic memory.
Linda,
This is why it is important to provide support to learners that are a risk. They have had certain events occur in their lives that shape a lot of how they see life now. As a result they bring negative opinions of themselves and their potential into the classroom. So as authority figures the more we can help them to see that they can be successful if they will put forth the effort reinforcement we will provide as they pursue success.
Gary
Gary Meers, Ed.D.
Whenever someone has a traumatic experience they will never forget it. They can remember exactly when, when, and how it happened. Words that are spoken to a student negatively will perhaps last a life time. I often hear students repeat negative words that were told to them while they were in school many years ago and they never forgot it.
Stephen,
Good point because sometimes students can seem to make the connection between course content and something that has happened in their lives to which they can make application. With some discussion it seems that generally such a connection can be made and the students are able to store the new information in their memories.
Gary
Gary Meers, Ed.D.
