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Week 6: Memory
Transcript of Week 6: Memory
Week 5, Tuesday,
February 7, 2017
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
How Memory Works
Input is unencoded
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
Making sense of information
Rehearsal helps retain information for a bit longer
General knowledge and beliefs about the world
Recollection of past experiences
Things we learn in school
How to perform behaviors (e.g., keyboarding, tying your shoe, riding a bike)
day, week, month, lifetime
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.
Read pages 32-37
Classes next week (2/14 and 2/16) will be online.
When I know how students remember, I can create learning opportunities that facilitate long-term memory.
: 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
Traveling Memory Lane
Connecting new info with prior knowledge
Learners must know where to find it (ex: email inboxes)
Many possible pathways to it
Retrieval cues (ex: HOMES for Great Lakes)
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
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.