Successful Memory Raises Achievement
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Transcript of Successful Memory Raises Achievement
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
Successful
Memory
Raises
Achievement
Marilee Sprenger
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
SEMANTIC PROCEDURALEPISODIC EMOTIONALCONDITIONED
RESPONSE
EXPLICIT MEMORY IMPLICIT MEMORY
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
Information from the environment goes into a sensory register where it lasts for
Can I make connections?
If so...
S E N S O R Y
I N F O R M A T I O N
ImmediateMemory
Working Memory
Long-termSensory Buffers
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
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
SHORT TERM/CONSCIOUS/IMMEDIATE MEMORY
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
Sensory Sensory
Immediate
Immediate
Working
& Emotional
Working
Long-term
Long-term
Working
Long-term
Long-term
Working
&
Emotional
Reach Reflect Recode/Reinforce Rehearse Review Retrieve
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
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
Instructional Strategies that Affect Achievement
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
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 things ?
The New Bloom
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
Retrieve
Review
Rehearse
Reflect
Recode
Reach
Reinforce
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 OwnSelf-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
Greater Memory Method
Initial Instruction Assessment
= Review
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 TransferRetrieval 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: Scientific American Library.
December 8, 2005 Successful Memory Raises Achievement
Marilee Sprenger 9:45 – 10:45
Available in Exhibit Hall