It suggests the following strategies to help students develop memory more efficiently and effectively. This list is not exhaustive, it is a place to start.
1. Demystify the taking.
Strategy First and perhaps most importantly is to make sure that all students understand how memory works and determine their profiles private from the strengths and challenges of memory. Then, you should students learn strategies to manage memory.
2. Provide guidance in multiple forms.
Being instructed students in the forms of visual and verbal. In addition, you can check the understanding and conservation FAQ by encouraging them to repeat the instructions and explain the meaning of these trends. It should be examples of what are often useful for improving the memory of the senses.
3. Teach students to learn the material.
Students must learn the need to "over-learn" new information. Often they do not fit the exercise until you have to do error-free repetition of the material. However, there is a need to frequent repetitions without error to consolidate information.
4. Teach students to use visual images and other memory strategies.
Another strategy that appeals to the memory of the so-called information replace the terminology. The system can be used to replace the word to get the information that is difficult to imagine, for example, the word occipital. Can translate these words into words that look familiar, which can be visualized. It can convert speech to the showroom occipital (because it looks like a showroom). The student can then make a visual image of walking into a museum of art and see a big picture of the brain swollen eyes with large (the occipital region of the brain that controls vision). With this system, and the word vocabulary student tries to remember it in fact refer to the indexes optical image and the definition of the word.
5. Gives teachers of pre-class lectures.
It should strengthen the classes and series of conferences oral instructions by teachers documents prepared. Can lectures and documents factional is a brief structured partially completed or drawing, which will complement the student during the conference. Allows the presence of this information for each of the students to determine the basic information that we provide and lectures to arrange information in their remarks. All activities improve the information memory also. After its use for logging information is useful to remember directions.
6. Teach students to be readers Active.
To improve short-term memory recording and / or working memory when reading, students must emphasize, highlight keywords or note in the margin when reading chapters. They can then go back and read what is underlined, highlighted, or writing in the margins. To promote this information in long-term memory, they can make lines or the use of graphic organizers. Research has shown that the use of graphic organizers increases academic achievement for all students.
7. Note the steps of math problems.
The students must who have weakness in working memory does not rely on the accounts when mental solve mathematical problems. For example, if the problems result in long division, you should write down every step, including a number of means of transport. When solving word problems, they still have a piece of paper and write useful steps stripes in their accounts. This helps to prevent the loss of place and forget what they're doing.
8. Provide practice to recover the students.
Research has shown that long-term memory is enhanced when students participate in exercise recovery. Take recovery practice test, any Information Act, noting that has been studied in long-term memory. Thus, it can be very useful for students to take practice tests. When teachers review the information before tests and exams, they can ask questions of the students or ask students to make for all the questions to answer instead of simply telling students information that can be drawn. In addition, if the students are required or encouraged to create their own tests and taken, it will give parents and / or information about the teachers they know the most important information and focused instead on the details are less important.
9. Help students develop indicators to store information.
According to research in memory, information retrieval easier when stored using the cue and must be present at the time is information retrieval. For example, may be used to house a shortcut to the representation of names of the Great Lakes - Huron, Ontario, Michigan, Erie and Superior. Abbreviation is used when the index is learned information, refer to the tail of the testing will help students remember information.
10. First before starting the memory teaching and learning activities.
Indicators that prepares students for the task to be provided are useful. Often referred to this as a memory of the boot. For example, when you are given the task of reading comprehension, students will have an idea of what is expected by discussing the vocabulary and the whole subject in advance. This will allow them to focus on information and participation leading to more effective treatment depth. Organizers in advance that purpose as well. For older students, CliffNotes or study guides other similar pieces of literature often helpful for memory priming AIDS.
11. After the end of its use.
You can use it to record information after be useful for students who have a short-term memory or working memory problems.
12. Activate prior knowledge.
To increase the likelihood that students details of the information contained new teachers should activate prior knowledge and make new information meaningful to them. An easy way to achieve this is to ask: "What do you want to know," "What do you know,"
13. Give a long time.
If students have difficulty with the speed of retrieving information from memory, must be given a long time to take the tests so that they can beat a true picture of what they know.
14. Using methods of multi-sensory.
When educated, young and old, which is suffering from multiple meanings, they are more likely to remember. Using multisensory approach through the involvement of the largest possible number senses when teaching (see, touch, hear, smell and taste).
15. Review documents before going to sleep.
It should be useful for students to review the material before going to sleep at night. Research has shown that the best forget the information studied in this way. Any other task that is performed after the examination and before going to sleep (like getting a snack, brushing teeth, and listen to music) interferes with the consolidation of information in memory.
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