Transcript Document

Successful
Memory
Raises
Achievement
Marilee Sprenger
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
EXPLICIT MEMORY
SEMANTIC
EPISODIC
IMPLICIT MEMORY
PROCEDURAL
EMOTIONAL
CONDITIONED
RESPONSE
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
S
E
N
S
O
R
Y
Sensory
Buffers
Immediate
Memory
Working
Memory
Long-term
Can I make
connections?
If so...
I
N
F
O
R
M
A
T
I
O
N
Information from the environment goes into a sensory register where it lasts for
no longer than about 4 seconds before it decays or moves into immediate
memory. Once in the immediate store, the information either
decays, is lost
Marilee Sprenger 9:45 – 10:45
December 8, 2005
Successful Memory Raises
through interference, or moves on Achievement
to working memory. If the information makes
SHORT TERM/CONSCIOUS/IMMEDIATE MEMORY
AGE 3
AGE 5
AGE 7
AGE 9
AGE 11
AGE 13
AGE 15
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Sensory
Sensory
Immediate
Working
Long-term
Long-term
Immediate
Working
Long-term
Working
Working
&
Emotional
Reach
Reflect
December 8, 2005
Recode/Reinforce
&
Long-term
Rehearse
Successful Memory Raises
Achievement
Review
Emotional
Retrieve
Marilee Sprenger 9:45 – 10:45
Instructional Strategies that Affect Achievement
Category
Percentile
Gain
Identifying Similarities and Differences
45
Summarizing and Note taking
34
Reinforcing Effort and Providing Recognition
29
Homework and Practice
28
Nonlinguistic Representations
27
Cooperative Learning
27
Setting Objectives and Providing Feedback
23
Generating and Testing Hypotheses
23
Questions, Cues, and Advance Organizers
22
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
The New Bloom
REMEMBERING : Recognize, list, describe, identify, retrieve, name…
Can the student RECALL information?
UNDERSTANDING: Interpret, exemplify, summarize, infer,
paraphrase …
Can the student EXPLAIN ideas or concepts?
APPLYING: Implement, carry out, use …
Can the student USE the new knowledge in another familiar situation?
ANALYZING: Compare, attribute, organize, deconstruct …
Can the student DIFFERENTIATE between constituent parts?
EVALUATING: Check, critique, judge hypothesize …
Can the student JUSTIFY a decision or course of action?
CREATING: Design, construct, plan, produce …
Can the student GENERATE new products, ideas or ways of viewing
thingsDecember
?
Marilee Sprenger 9:45 – 10:45
8, 2005
Successful Memory Raises
Achievement
Retrieve
Review
Rehearse
Reinforce
Recode
Reflect
Reach
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Reach: Getting into Sensory Memory
If you can’t reach them, you can’t teach them.
Attention
Motivation
Emotion
Meaning
Relationships
Novelty
Advance Organizers
Relevancy
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Reflect: Thinking about Learning
Reflection is not a luxury; it is a necessity.
Wait time
Seven Habits of Highly Reflective Classrooms:
1. Question
2. Visualize
3. Journal
4. Thinking Directives
5. PMI
6. Collaborate
7. Four Corners
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Recode: Making it Their Own
Self-generated material is better recalled
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Non-linguistics
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Reinforce
Feedback is vital to learning.
Motivational Feedback
Informational Feedback
Developmental Feedback
Extinction
Socratic Questioning
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Rehearse: Practice makes Perfect
We remember better the more fully we process new
subject matter
Rote
Elaborative
Sleep
Spacing
Homework and Practice
Multiple Pathways
Multiple Episodes
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Review: Preparing for the Test
Whereas rehearsal puts information in long-term memory, review presents the
opportunity to retrieve that information and manipulate it in working memory.
The products of the manipulation can then be returned to long-term memory.
1. Match the review to instruction and assessment.
2. Check for accuracy of the memory.
3. Give students the conditions to use higher level thinking skills to
analyze, evaluate, and possibility create alternative ways to use
the knowledge.
4. Strengthen the existing networks.
5. For high stakes testing, practice similar questions under similar
conditions.
6.
Eliminate cramming.
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Review Schedules
Old Method
Initial Instruction
Assessment
= Review
Greater Memory Method
Initial Instruction
Assessment
Review Schedules. Cramming reviews in right before the test doesn’t give the
brain time to build long-term memory. Spacing reviews throughout the learning
and increasing the time between them gradually allows long-term networks to
be strengthened. Adapted from Jeb Schenck (2000)
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Retrieve: Access and Transfer
Retrieval is most successful when the context and the
cues that were present when the material was first
learned are the same as the context and the cues that
are present later when making an attempt to recall.
Type of assessment
Specific cues
Recognition techniques
Recall
Stress
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths,
J., & Wittrock, M. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing. New York: Longman.
Bourtchouladze, R.(2002). Memories are made of this. London: Columbia
University Press.
DeFina, P. (2003), The neurobiology of memory: Understand, apply, and assess student
memory. Speaker: Learning and the Brain Conference. Cambridge, MA.
Dewey, J. (1997). How we think. New York: Dover Publishers.
Eichenbaum, H. (2003). Speaker. The neurobiology of learning and memory.Learning and
the Brain Conference. Cambridge, MA
Marzano, R., Pickering, D., and Pollack, J. (2001). Classroom instruction that works.
Alexandria, VA: Association for Supervision and Curriculum Development.
NWREL. (2002). Research you can use to improve results. originally prepared by
Kathleen Cotton, Northwest Regional Educational Laboratory (NWREL),
Portland, OR, and published by the Association for Supervision and
Curriculum Development (ASCD) in 1999.
Sprenger, Marilee. (1999). Learning and Memory, The Brain in Action. Alexandria, VA:
ASCD.
Sprenger, Marilee. (2005). How to teach so students remember. Alexandria, VA: ASCD.
Squire, L. and E. Kandel. (1999). Memory, From Mind to Molecules. New York:
American Library.
December 8, 2005
Successful Memory Raises
Achievement
Scientific
Marilee Sprenger 9:45 – 10:45
Available in Exhibit Hall
December 8, 2005
Successful Memory Raises
Achievement
Marilee Sprenger 9:45 – 10:45