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Week 6: Memory

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Chloe Bolyard

on 7 February 2017

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Transcript of Week 6: Memory

EDUC 417: Educational Psychology

Week 5, Tuesday,
February 7, 2017

Faulty Recall

1. How are you today?
2. What questions do you have about the course?
3. How is learning a constructive process?
4. What helps us remember some things and forget others?
5. What happens in the brain when learning occurs?
6. Choose one of the above and answer
The Big Idea
looking ahead
Sensory Register
How Memory Works
Long-Term Memory
Input is unencoded
Large capacity
Short duration
We remember what we pay attention to
We have a limited capacity for attention
Remember that learning requires selectivity
The myth of multitasking
Attended to information goes here
Use it or lose it
Cognitive processing
Making sense of information
Short duration
5-20 seconds
Limited capacity
Rehearsal helps retain information for a bit longer
Declarative knowledge
General knowledge and beliefs about the world
Recollection of past experiences
Things we learn in school

Procedural knowledge
How to perform behaviors (e.g., keyboarding, tying your shoe, riding a bike)

day, week, month, lifetime

Nearly limitless
What is one take-away from today's lesson that you want to store in your long-term memory so that you can access it when you're teaching? Why?
Partner up with someone not at your table and share your thoughts.
Looking Ahead
Thursday, 2/9
Read pages 32-37

Looking ahead
Classes next week (2/14 and 2/16) will be online.
Essential Understanding:
When I know how students remember, I can create learning opportunities that facilitate long-term memory.

Essential Question
: What types of strategies can I use to help students remember what they learn?
Misconceptions & Faulty Recall
Prior knowledge sometimes interferes with new learning
inappropriate connections (ex: China associated with dinnerware)
insufficient or incorrect
Ex: humans & dinosaurs inhabited the earth at the same time
confirmation bias (looking for what one thinks is true and ignoring evidence to the contrary)
Retrieving long-term memories
Long-term Memory
Traveling Memory Lane
Connecting new info with prior knowledge
Learners must know where to find it (ex: email inboxes)
Many possible pathways to it
Situated learning/cognition
Retrieval cues (ex: HOMES for Great Lakes)
Context matters!
The more use use something, the easier it is to retrieve
Automaticity (ex: site words, periodic table of elements, X,/ and +,- facts)
Memories are often incomplete, so we fill in the best based on general knowledge and our understanding of the world
Reconstruction error
Reciprocal Teaching
Number off at your table 1-4.

Partners: 1 & 2; 3 & 4

1 & 3: Teach your partner about associations and transfer.

2 & 4: Teach your partner about Practice and Reconstruction.
: What works best to get the attention of your students?What are some strategies you could use to get their attention?
: Find your shoulder partner
: Discuss your ideas
Turn and Teach
Teach your eyeball partner about the memory storage diagram.
How does memory work?
Describe the process in your own words.
Full transcript