Blake Draper USAF Vet Lipscomb University LEAD Brick Church Middle School 7th Grade Social Studies

you think that you're better, you better get ready.

Thank you.

My name is blake, hold the applause please today, I'm

gonna talk to you about the memory.

So do some students learn better than others, Do they

learn better from images or do some learn better from

listening? Well, of course some students can have their head

down not even looking at you, but they're hearing you

and they are with you the entire time.

You don't have to question whether they know what they're

doing just because they heard it.

But other kids, they might need to see a picture

of Genghis khan and his Mongol horde galloping on the

plains of Southeast Asia to really understand the vastness of

the Mongol empire.

So of course, some students learn better from images, but

then also some students learn better from just listening.

Number two, the principle of savings means we often can

learn things remarkably quickly what is occurring.

Well, some people might know about a savings account and

what you do with savings account is you put a

little bit into it and then you hold on to

it and then when you got a little bit more,

you put a little bit more into it.

And over time it builds up and hopefully you got

something for a rainy day when you really need it.

So the same kind of thing happens with learning and

you put some stuff in that you learn, if you

put in too much what time you're not really holding

that, so it's going to be gone.

But you've put in some, then you put in a

little bit more of the same thing happens, you lose

a little bit, but you still got a little bit

in there but you're getting more and more.

So then when you need to recall something you've already

heard about, it's easier for you to pull it back

because you've heard it once before already.

Also the info given first and the info given last

is recalled easier.

So think about reading a book.

When you first opened up the book, you like the

book and you keep reading the book.

Well you don't like to be looking shopper in the

book. The same thing goes on with the student's attention

span when they first come in.

It's a lot easier for them to listen.

Also as it's ending.

They know when classes in, they know when the lessons

starting to wrap up.

When you start talking about summaries and things.

So they know they need to listen that summary because

that's basically two sentences to summarize with the last 80

minutes of our class has been about.

So make sure the beginning is good.

Make sure the ends good.

The stuff in the middle.

You know, you kind of, you save pull it out

later. Talk about it again.

Okay. Number three explain why learning is not always a

pleasant experience.

Well, let's be honest, middle school is a difficult time

in a kid's life.

They're 12 and 13 years old, some of them are

starting puberty so their bodies are changing.

They're starting to notice the opposite or same sex, all

of these kind of things, you're starting to look different.

The people you like are different.

You got some new guy that you've never met before

in your entire life, that's big and mean and makes

you do all this stuff you don't want to do.

It's always making you right, do questions and all you

want to do is go outside and play football with

your friends and he's telling you know that we got

to do book work and read about ancient chinese literature.

So No, it's not always a pleasant experience.

That's why you gotta do your best to take breaks.

Like I understand that the students at a point where

he's or she is not getting it anymore.

Take a minute, go, walk around, come back, go outside

the door, have a minute to catch your breath.

Any time you need it, just let me know I'll

work stuff in through it.

You can have brakes, but we're gonna talk about this

lesson and you're gonna have a test on it.

So you want, you know, you might want to know

some of it describe the strategies students are likely to

use in learning situations.

I do not have any notes on my slides.

Let's pull up my good notes, handy dandy notebook right

here. Oh, I didn't see you there, just like now

I've made a mistake and mistakes are okay.

Not everybody's gonna get it the first time.

So doing things over and over again until you get

it. It's perfectly fine interesting thing in memory.

And it's a good example of showing you that your

minds are often all over the place.

So it's okay to have other thoughts if you can

have another thought or do something else for a second.

But then you bring it back yet and we're right

back where we left off on number four describe the

strategy students are likely to use in learning situations.

So recognizing something is easy but recalling something is hard,

recognize good, easy recalling it bad and hard.

So we don't want to do that.

But you have to be able to recall the information

to really know what you're talking about.

So a lot of times with recognizing what students will

do. So you know, multiple choice questions that might be

easily to forget because kids don't even really know how

to recall.

So that's why you need some recall answers questions to

get recall answers.

As long as some multiple questions multiple choice to kind

of sparked the memory and maybe you can go back

and recent these multiple choice questions because there's already some

information pills out of these because I don't know where

Big Ben is because all I know is that it's

that city that starts with an L.

So I can recognize London on the multiple choice that

asked me about being banned.

But if I was to be recalled, I don't remember

the London, oh, in almost got it.

That's not sign language.

I was just trying to make on the screen.

I guess I could have done that as a lower

case in back on topic describe the strategy students are

likely to use in learning situations so strategy students use

in learning situations would be something like the rates that

they are learning and also the rate they're forgetting.

So knowing that you know, get some kids no more

and they're at a higher level already coming in and

sometimes are a lower level.

But I mean it takes in a different rates.

So the pacing of the lesson, you might have to

go fast and slow and fast.

Some people just need it all fast.

But those are probably the kids that they don't need

as much attention as the ones that have to slow.

So you could have other things available for the ones

that finish early and that They don't need, you know,

a 60 minute lesson on three questions to really understand.

Like talking about those Mongols, a nomad is somebody that

doesn't have a home and they go across a plane

or somewhere like that where they're living in this case

the Mongols, it's the great plains of East Asia.

So they're living right here, They're eating everything around this

area, then they pick up and they come over here,

they eat everything around here, they pick all their stuff

up and they moved down here and they're just traveling

around this area.

So you know, some kids, they understand that that quick

and it's like you ask them the next day, what

does it?

No matter if somebody that doesn't have a home and

they're constantly moving across the plains, I remember you said

it and they've got it, you might have to talk

about being a nomad for 60 minutes for some other

kids to get it.

So at some point these kids are already way off

and now they're doing something that they probably shouldn't do.

That. Probably not beneficial in doing any bit efficient, anything

beneficial to their learning experience.

So have something else to do for the ones that

finish fast.

You also need coping mechanisms and talking on this on

When quite a while.

I'm not trying to make a 20 minute video.

So just you know, people forget things quicker too, do

things distributed.

So you know, scatter little pieces all over instead of

just dumping it all at the end and like yeah,

bring stuff breadcrumbs here in bread crumbs there helps you

get to it.

So what is crime?

Well, information overloads crime.

No, in all seriousness.

Crime is chunking, rehearsal imagery.

Pneumonic and elaboration.

So chunking is where you make a group of things

and you relate it together.

So I would think of this going back to those

books and right now it's fall.

So you group all of your fall and Halloween books

together on the bookshelf.

So if you're looking for Halloween book you don't have

to go to the over here, look for one, you'll

have to go for over here.

It's all you can just flip right through it.

All of these are about Halloween.

I group them together.

So now I've grouped the stuff that I know with

other stuff and I can relate it so that's how

I'm able to pull it back is because I've related

it now to something already rehearsal would just be practiced.

Yo yo Mon or another Concerto level performer.

They didn't get there overnight, they practice and they rehearse

and they do things over and over and over again

until you just got it.

And it becomes muscle memory.

You don't have to try anymore.

You could just do anything and keep Uh huh better.

Even imagery.

Pictures some kids and you see pictures we talked about

this earlier, imagery.

The picture.

Even without even seeing the picture.

Just a picture that it creates in their mind and

what they see relating activity information.

No Monix I use mnemonics all the time.

And we all do and I'm sure you've heard of

appendices or never eat soggy waffles or anything like that.

So I'm talking about north south east and west.

So never e this way is east going that way

South west is going that way so never eat soggy

waffles and then pinned us the order of operation.

Please excuse my dear aunt sally.

That lets you know where that you should do the

parentheses first and addition and subtraction last, That sort of

thing. And then elaboration.

I mean if you don't understand something, do you have

any questions?

Everybody's got questions.

Sometimes. Sometimes you don't understand stuff and you need to

hear it again.

You need to hear it explained in a different way.

You may be.

Maybe you are have already got an idea about this,

but you have this idea a little bit off.

So now it's just compounding everything and you can't learn

this up here if you don't have this properly, so

you gotta go back and get some more of this

foundation so you can move up to that Pyramid of

Knowledge, The questions.

Everybody's been great.

Six

Blake Draper USAF Vet Lipscomb University LEAD Brick Church Middle School 7th Grade Social Studies

Chapters

Audio TranscriptAuto-generated