Music
I find that most students can learn difficult concepts if the meat of the concept can be relayed in a memorable melody. :)
Andric,
Great idea! Anything like this that will help with content retention increases not only their memory but their engagement.
Gary
Gary Meers, Ed.D.
most songs today for the younger generation you can apply a tune or line in some form of way to help them to remember something that they are having trouble with some rythems or key words help them to remember different lines or saying on test day that will stick with them especially if you make it fun
Sonny,
This is what being a learning leader is about. Reading the difference needs and preferences of students and then responding with the needed supports.
Gary
Gary Meers, Ed.D.
However, music is not for everyone. Some prefer complete quite time. Some prefer discussion. As an instructor, you must be flexible in changing pace, identifying preferences of your class students.
Rich,
In my situation it involves both. I use background music at times while doing certain activities and the rhythm format to help them learn the certain lists or mnemonics.
Gary
Gary Meers, Ed.D.
Also, I'm very interested in the idea of using music to further enhance the learning. Does this mean music playing in the background to stimulate the mind, or using melody as a sort of mnemonic device?
James,
Hey goofy works in learning. I have some of the same things that I use and the students at first just roll their eyes and wonder who this guy is. Once they start to see how they are remembering the information they become part of the chanting process and no more eye balls rolling around.
Gary
Gary Meers, Ed.D.
I find that this concept has been invaluable over the years. Music or rythmic coding of information does tend to be a very useful tool. Personally, as an instructor I have had to adapt this in a unique way. For me, it was a challenge because I have virtually no musical intelligence. It just doesn't sync with me. So I create rythmical catch phrases instead. For example, in our Medical terminology class, a term like Kinesthesia we might say, "Kenesthesia's like put-ting the body in the mind and the mind in the body." I made them chant it. In anatomy we would chant the names of the body parts like monks chant in latin. It is goofy but it works.
David,
Good example of how using an intelligence to acquire information in a way that enables maximum content retention and utilization. This is how the different intelligences work in decoding content.
Gary
Gary Meers, Ed.D.
The LiteracyWorks.org Assessment indicates that I have Musical Intelligence. don't play an instrument and only sing when you ask for hymns but will be looking for rhythms and jingles to teach Medical Insurance and OSHA. We'll certainly enjoy the lively blood born pathogens song on YouTube.
Kamice,
I think teaching is a great teaching tool and you have shared a great example with us. I wish your son much success with his singing and the use of songs in remembering. Music engages learners in many different ways.
Gary
Gary Meers, Ed.D.
This concept is so true. Most of us learned our alphabet by the song. My son is in pre-K and they don’t want him to sing the song. I say why change it, if the song helps him remember then let him use it. Songs in English helped me learn what conjunctions and adjectives were. Music is very instrumental in learning and retention.
Wendy,
Good point. The part of multiple intelligence research for me has been learning how we receive and then internalize new information. We are individuals and as a result we process things differently yet are able to make applications of the new information and/or skills in multiple ways.
Gary
Gary Meers, Ed.D.
Interesting concept. I never even heard about musical learners until I read this material. I do know when I had to choose between taking art or music appreciation, I chose art because I figured I could see something and remember it better than hear it and remember. I guess I know where I am on that scale!
And I guess I know where my cousin, the professional musician lies, too.
Lindsey,
Great example. Thank you for sharing this strategy with us. It is examples like this that illustrate how we can make connections with the students and the content we are sharing.
Gary
Gary Meers, Ed.D.
It's true. I find ways to associate material in a way to help them remember it. For example, when teaching electricity and we talk about alternating and direct current and what devices change them I explain it like this: "Lets say I'm extremely passionate about something I am very direct in my excitement about it but then something comes along and makes me question my passion I'm now being converted to a different path or thought process and I'm alternating between my passion and whatever attempted to change it, and upon thinking it through I come to the conclusion I need to rectify that situation and become direct again.
DC-converter- AC- Rectifier. I watch the light bulbs go off.
I even say certain words with a certain tone and sessions after they have been in my class many students say it the same. They tell me when they see it again on a test they can hear me saying it and they remember it! It's awesome!
Tracey,
Like the way you operate. This fun opening activity is a way to get students engaged and focused on the upcoming course session. Music is so powerful in so many different ways and to use it as a part of the learning process is a wise strategy.
Gary
Gary Meers, Ed.D.
Music is a great way to keep students engaged. When the students come to class looking tired or I lose their interest in the first 5 minutes, i put on some music and get them out of their chairs. last week we did a line dance to prove that they could learn in 15 minutes and put it into practice!
Richard,
I like the way you were and are able to make connections between your past experiences such as listening to music while studying to the content you have retained. This is what we need to be trying to do for our students as we do our instructional planning. We need to give them connections they can use to retain content.
Gary
Gary Meers, Ed.D.
