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Click to edit Master title style,*,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Memory Retention&Learning,The study of memory might effect pedagogy by suggesting methods of teaching based upon how the brain stores knowledge.,Memory-Retention,Memory allows individuals to draw on experiences and use the power of prediction to decide how they will respond to future events.,Learning is the process by which we acquire new skills;,Memory is the process by which we retain the knowledge and skills for the future.,Memory-Retention,Muscles improve with exercise,In like manner the brain improves with use.,The brain goes through physical and chemical changes when it stores new information as a result of learning.,New neural pathways,Strengthening old pathways,Memory-Retention,Activating neurons creates networks,Repetition of a stimulus forms a memory,Rehearsal and practice improves the tendency for an associated group of neurons to fire together.,Memories are not stored intact they are stored in pieces and distributed in sites throughout the cerebrum.,Stages of Memory,Immediate,Working,Long-Term,Types of Long-Term-Memory,Non-Declarative,Procedural how,Motor Skill,Emotional,Flashbulb,Gist,Declarative,Semantic words,facts faces,Episodic-autobiographical,Memory-Storage,Sites selected for storage could be determined by the number of associations that the brain makes between the new learning and past,learnings,.,The more connections that are made,the more understanding and meaning the learner can attach to the new learning.,Non-Declarative Memory,Procedural how to do something doesnt require conscious effort,Cognitive skills are different from cognitive concept building the skills are performed automatically and rely on procedural memory rather than declarative memory.,Emotional Memory,Emotions associated with a learning become part of the non-declarative memory system.,These emotions can return and change how students feel about what they learned.,A powerful emotional experience can cause an instantaneous and long-lasting memory of an event called a flashbulb memory.,Sometimes an experience is stored as an emotional gist or summary I.e.we remembered that we liked it but no details,Declarative Memory,Conscious or Explicit Memory,Names,Facts,Music,Objects where you live,what you drive,etc.,Episodic Memory events in your life,Semantic Memory knowledge of facts&data that may not be related to an event.,Implications for Teaching,Learning&Retention,Are different,We can learn something for just a few minutes and then lose it forever.,Retention requires that the learner not only give conscious attention but:,Build conceptual frameworks,Contain sense and meaning,To be stored in long term memory,Factors affecting Retention,Degree of student focus,Length and type of rehearsal,Critical attributes identified,Students learning styles,Influence of prior,learnings,Rehearsal,The assignment of sense and meaning to new learning can only occur if the learner has adequate time to process and reprocess it.,The continuing reprocessing is called rehearsal.,Repeat again what you hear,for by often hearing and saying the same things,what you have learned becomes complete into your memory.,From the,Dialexeis,Rehearsal,Time is a critical component of rehearsal,Initial rehearsal occurs when the information first enters working memory.,Sufficient time must be provided for secondary rehearsal to make sense and meaning.,Rehearsal done at the end of a lesson is called closure.,Rehearsal,Rote Rehearsal info stored exactly as presented,Elaborative Rehearsal,Important to associate new learning with prior,learnings,to detect relationships.,The learner reprocesses the information several times to make connections to previous learning and assign meaning.,Rehearsal,There is almost no long-term retention of cognitive concepts without rehearsal.,Students use rote rehearsal to memorize a poem they use elaborative rehearsal to interpret it.,Students failing to use elaborative rehearsal fail to make associations or discover relationships.,Thus they are unable to generate new ideas,concepts or solutions.,Primacy-,Recency,Effect,Prime Time 1,Down time,Prime Time 2,Teach new info when you have students focus.,Dont let prime time get contaminated with wrong information,Primacy-,Recency,Effect,New info should be taught in Prime time 1,It is important that only correct info be presented at this time.,The new material should be followed with practice during down time.,Primacy-,Recency,Effect,Closure should take place during prime time 2.,This is the second most powerful learning position&an important opportunity to determine sense and meaning.,Misuse of Prime-time,States the objective&then:,Takes attendance,Distributes Homework,Collects homework for today,Collects excuses,Reads an announcement,Tells the class that because they were good they can have free time last 5 min.Prime time 2,Retention varies with length of teaching episode,As th
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