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Week 5: Meaningful Learning (Part 1)
Transcript of Week 5: Meaningful Learning (Part 1)
Week 5, Thursday,
February 9, 2017
How are you today?
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
Think: What works best to get the attention of your students?
What are some strategies you could use to get their attention?
Pair: Find your shoulder partner (the person sitting beside you in your group of 4)
Share: Discuss your ideas
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
How do we keep information in our memory?
embellish based on prior knowledge
Make connections between new pieces of information
Forming a mental picture of something
Think of an example related to your subject/grade level for your each type of learning
Group 1: Mikayla, Elissa, & Bri
Group 2: Erin & Mason
Group 3: Lauren & Sydney
Group 4: Sean & Sam
You have ___ minutes to work.
Which of the types of meaningful learning strategies do you feel is the easiest to use in your content area/grade level and why?
Which is the most difficult and why?
Tuesday, 2/14 (ONLINE)
Read pages 41-55 (meaningful learning, part 2)
Sign up for Mindset article (before leaving)
2/14 & 2/16 classes are online. Pay attention to instructions on Canvas.
Meaningful learning lesson plan due 2/16
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?
Review: How Memory Works
Can you remember the diagram from last class about how our memory works? Be specific. What were the images? What were the associated vocabulary words?
Find your "eyeball" partner, and share what you remember from this diagram. Help each other to fill in the gaps.
repeating information verbatim, mentally or aloud
word-for-word repetition of a formula or definition
later retrieval is difficult
(learning something without attaching meaning to it)
(recognizing a relationship between new information and prior knowledge)
embellish new information based on prior knowledge
generating possible reasons why historical figures made the decisions that they did
effective is associations and additions are appropriate
pull new info together into an integrated, logical structure
group words into categories; form interrelationships
effective if organizational structure is legitimate and consists of more than just a list of facts
forming a mental picture of objects or ideas
imagining how various characters and events in a novel might have looked