Teaching in the 21st Century
Strategies for Teaching All Students
Memorization: Getting the Facts Straight Chapter 9
Discuss with your colleagues what you think are the differences between understanding and memorizing....
Example: we can understand what we read or see, but to remember it, we have to consciously process it for access. Without the opportunity or ability to effectively process information students resort to memorization, guessing , and mental disengagement.
Cognitive structure of memorization is usually described as three stages:
- Short-term memory- temporarily remembers information available to the senses
- Continuous memory- makes connections with prior knowledge and experiences
- Long-term memory- makes information accessible depending on how effectively it is processed.
Continuous memory and long term memory involve physical and mental skills that become automatic with practice. Integrated information is more likely to be remembered and accessed than disconnected bits of data.
5 reasons mnemonics work as well a they do:
Latin American Countries Pre-Test
Latin American Countries Post-Test
- Link Word- (key word) most widely used strategy. Provides students with familiar material to link with the unfamiliar item and provides an association to establish the meaning of the new material. Use of images and exaggeration can make this method more effective.
- Peg Word-the student must first remember a list of words that have a specific order to them and could sound like the corresponding number. one=bun two=shoe three=tree These words act as "pegs" to hang information
- Loci method- involves associating information with known places in the order a person would move through the location.
How can you use mnemonics with the Common Core State Standards and North Carolina Essential Standards?
Assessment Examples and MSL's
NBC Education Nation
Discussion...... and Questions......
Time to work on your online assignments!!!
Thanks for allowing me to spend time with you tonight!!!!!