How to Teach so Students Remember

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How to Teach so Students Remember

• Kathy Olson
• [phone]
• kdo3_at_cornell.edu

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REMEMBERING

• The ability to retain information and to
  recover it when needed.

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• Teaching so students remember is acknowledging
  the way the brain processes stimuli and then
  designing activities, lessons, and units that
  complement and work with these processes.

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WHAT DOES REMEMBERING INVOLVE?

• The specific action of producing a memory
• requires noticing (attending to) information
• encoding it
• storing it
• retrieving it

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Attention

• Children pay attention to new information when
• Instruction is novel
• Instruction has intense stimuli
• Information is meaningful to them
• Their emotions are involved
• Teacher prompts
• pay attention, listen carefully, notice, look at

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Novelty

• Magic
• Costumes
• Exchanging rooms with another teacher for the day
  
• Drama
• Video with no audio
• Seating or position changes
• Lighting changes
• Field trips/guest speakers
• Humor
• Music
• Props

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Make it strange

• The Bizarreness Effect
• Improved recall of things that are bizarre,
  counter-intuitive or extraordinary. This
  improvement is thought to be due to the increased
  mental effort of extracting the meaning.
• The pumpkin felt crapulous
  after a feast of Halloween candy.

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Intense stimuli

• Music
• Aromas
• Tastes
• Visuals
• Movement
• Multiple modalities

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MUSIC

• Music is stored at a different level of the
  brain than words more memorable.
• Students rewrite lyrics to familiar songs for
  content review. Perform for class.

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• We generally dont remember verbatim in LTM
  except for music.
• We remember gist/meaning, not the exact words.
• Try to forget a song once it gets in your mind!

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SENSES

• The more senses you engage, the greater the
  potential for retention and recall.
• Even having a bowl of just-popped popcorn or the
  smell of freshly-baked cookies while learning can
  make a difference.

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VISUALS

• Vision trumps all other senses.
• Research shows the inefficiency of text-based
  information and the incredible effects of images.
  

Groups using illustrated texts performed 36
better than groups using text alone.
Burmark 2002
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• Not all materials are remembered equally well.
  Pictures are remembered better than words.
• Use mind maps and other graphic organizers.
• Convert ideas into images
• Students and teachers images.

Auditory memory is the weakest form of memory.
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• Current brain research tells us that things are
  most often remembered when they have been
  experienced or visualized.
• Combine drama with vocabulary/concept
  development.
• Student(s) choose word/concept and create a
  frozen representation which is photographed and
  used on a bulletin board.
• e.g. a student strikes a pose to convey the
  word timid or a group of students would portray
  a food chain.

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MULTISENSORY

• It will take six separate exposures (the
  hearing, saying, touching, seeing and feeling the
  constituent elements of a given notion or
  experience) before new information enters into
  long-term memory for permanent storage inside the
  brain. Consequently, a multi-sensory approach to
  language acquisition is ideal for all learners.
• A Model for Language Learning From a
  Brain- considerate Approach by Ken Wesson

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Use color

• Colors stimulate the brain.
• Using color can increase motivation and
  participation by up to 80 percent.
• Color enhances learning and improves retention by
  more than 75 percent.

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• Color visuals increase willingness to read by
  up to 80 percent.
• Red, purple, and blue are the most remembered
  colors

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• Students highlight text with different colors.
• Students can color topic sentences and
  details, compare and contrast sentences,
  subjects and predicates, facts and opinions,
  etc.
• Keep colors consistent.
• Encoding and retrieval are enhanced with the use
  of color coding.

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• When testing memory for words, objects and
  color, color memory was strongest.
• Use color handouts, overhead transparencies,
  colorful posters, and encourage the use of color
  on student assignments.

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PHYSICAL ACTIVITY

• Exercise increases oxygen flow to the brain by
  increasing the oxygenation of the blood.
• Balances mood, improves long-term memory,
  improves reasoning, and reduces stress and
  depression.

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Exercise boosts brain power

• People who exercise outperform couch potatoes in
  long-term memory, reasoning, attention, and
  problem solving.

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• Students face the back of the classroom during a
  review for a quiz.
• Students sit sideways in their chairs during an
  activity or discussion.
• Students write down the most important item of
  the day with their opposite hand.
• Students to turn their papers diagonally and
  complete assignment that way.
• Students cross their legs while learning about an
  important event.
• Students cross their legs and uncross them only
  to contribute to the discussion.
• Students stand up and sit down after each student
  question is answered.
• Students move one seat for a five-minute
  explanation.
• Give everyone a pretzel/carrot to eat every two
  minutes during a review. Make same food available
  during test time.
• Students stand behind their chairs while you read
  an important passage to them.

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MOVEMENT

• With 3 points to remember, have students move to
  a position in room add action review point. Use
  new location in room for second point add
  action review point.
• Use puppets, charades, manipulatives, dance,
  drama

Students who engage in daily exercise/physical
education consistently show better academic
performance. Donevan 1986
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RESPOND TO THE TEXT

• Students listen and respond physically such as a
  TPR activity.

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Meaningful

• Content is more likely to be meaningful if
  students can
• Learn it experientially or in a realistic context
  
• Relate it to prior information
• Personalize it
• Be active and reflective with it
• Find a use for it

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EXPERIENCE THE CONTENT

• Field trips
• Authentic experiences
• Artificial experiences
• Computer simulations
• To experience how biomes change, have students
  stand closer to/farther from a heater (Equator)
  and an air conditioner/fan (North/South Pole).

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Emotional

• Anytime emotions are engaged the students are
  more likely to form a deeper imprint of the
  event.
• Excitement
• Humor
• Celebration/pleasure
• Suspense
• Fear/risk
• Surprise

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Emotional Memory
Emotions take precedence over all other brain
processes.

• Act excited yourself
• Dress in costumes
• Choose sides in debate
• Agree/disagree chart
• Tell or read stories especially with
  suspense/anticipation

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Use emotions

Whether certain events or information are
retained in memory is dependent upon an
individuals love for the subject matter and its
dramatic, emotional, auditory, and visual
impact.
Kerry 2002
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JOURNAL THE TEXT

• Students write about their learning/feelings
  after reading/learning something.
• I learned I liked.
• I did not understand

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REACT TO THE TEXT

• Students complete a list of sentences indicating
  reactions to the text such as, What I found most
  interesting was
• This article was (boring, shocking, amusing,
  irritating, confusing, incredible) because
• Students discuss their reactions in groups.

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Motivation

• Motivation is significant.
• If the task is judged important, if the
  probability of success is high, and a positive
  affect is generated or associated with the task,
  the individual will be motivated to engage in the
  new task.
• Marzano et al. 2001

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• Attention, concentration, motivation and
  training influence the memory positively whereas
  distraction, interference, stress and shock
  affect memory adversely.
• Ways to decrease stress in the classroom
• integrate stretching exercises
• incorporate recess
• teach coping skills
• utilize physical education

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Decrease stress

• Construct an environment that is free of such
  things as fear, embarrassment, humiliation,
  harassment, and other elements that interfere
  with the learning process.
• Some ESL students suffer from physical,
  emotional or behavioral complaints caused by
  culture shock.

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• Students may be used to acquiring a large number
  of facts by rote and unused to discovery
  learning, analysis or critical thinking.
• Students may feel threatened by the amount of
  participation expected of them in class,
  preferring to remain silent for fear of showing
  off or losing face by giving the wrong answer.
• Students may perceive a wrong answer as causing
  the teacher to lose face and for the same reason
  feel uncomfortable with the idea of asking
  questions or for help.
• Students may not wish to share opinions or
  beliefs, regarding them as private.

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• Students may find it difficult to come to terms
  with the open and friendly relations between
  teachers and students. They may be uncomfortable
  with the amount of noise in the classroom.
• Students may be uncomfortable with some
  expectations regarding teacher-student behavior
  (e.g. looking the teacher in the eye when being
  spoken to)
• Some students are from a very competitive
  educational system. They may be unused to working
  co-operatively with other students.

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• Students may believe that having fun in the
  classroom is incompatible with learning.
• Students may feel uncomfortable at being involved
  in deciding on learning goals and how they are to
  be assessed, considering it to be the teachers
  job.
• Students may be embarrassed if praised in front
  of others.
• Students may be unused to mixed gender classes or
  being taught by teachers of the opposite sex.

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• For learning to occur, students must be in the
  appropriate state for learning.
• States are affected by
• Thoughts, emotions, attitudes
• Physiology posture, breathing, food, drink,
  temperature, sleep
• A student sitting in the back of the room, with
  his arms folded, leaning back in the chair,
  thinking this is stupid has little chance of
  learning. His particular state prevents learning
  from occurring.

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SLEEP

• Sleep has been directly linked to the grades of
  students. Results have shown that those who sleep
  less do poorly in school.
• One experiment showed that people who fail to
  get a good night's sleep before studying new
  information remember roughly 10 less than their
  well-rested counterparts.

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WATER

• Water is essential to distributing oxygen
  throughout the body which maximizes brain
  function.
• Water increases the ability of the blood to
  carry oxygen to the brain by 100 to 1,000 per
  cent.
• When an imbalance occurs because of dehydration,
  the body secretes stress hormones which affect
  learning.

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FOOD

• Chew gum
• Researchers found that the act of chewing gum
  improved short- and long- term memory by up to 35
  percent.
• Chewing increases heart rate which may increase
  blood flow to the brain.
• Chewing may improve memory by reducing stress.

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ATTITUDE

• Positive attitudes (optimism-believing you can
  learn it) relax the body and direct its full
  energy to the task at hand.
• Positive attitudes alter the chemistry of the
  brain with the production of dopamine (the
  feel-good neurotransmitter).
• Positive attitudes increase noradrenalin which
  provides physical energy.

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A wide body of evidence suggests that when
students feel good about the teacher and
learning, achievement rises.

• Positive states improve performance on many
  cognitive tasks. Ashby, et al. 1999
• Negative states and disengagement contribute to
  lower cognitive performance. Matthews et
  al. 2002

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Feedback

• Teachers who routinely provide feedback and
  reinforcement regarding student learning improve
  results. Sprenger 2005
• Feedback enhances student achievement more than
  any other strategy. Hattie 1999

• 29 point difference in student learning can be
  achieved through frequent feedback.
• 
  Marzano 1998

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• Frequent (30 min. or less)
• Both positive and negative
• Local negative is most effective (Put the AB
  function on the left, not right side.)
• Global negative feedback was least effective
  (Youre not trying.)
• Positive feedback fell in the middle pep talks
  are helpful.
• Task feedback is most effective, not personal
• Peeck et al.1985, Huang 2000, Peeters
  Czapinski 1990

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Social

• The brain likes and responds well to social
  engagement and oral sharing.
• Working cooperatively enhances learning.
• Research shows that "human beings learn best by
  interacting with one another about things that
  that they find personally meaningful."

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Assure Active Engagement

• Only the student who is actively involved in
  what's going on will understand the information
  and retain it.
• Use cooperative learning activities
• Think, Pair, Share
• Round Table

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Organization

• Brains like organization.
• Graphic organizers help students see
  relationships and pattern new information for
  memory storage.
• Mindmapping incorporates graphics, color,
  pictures and key words on one piece of paper.
• Actively teach students how to organize and
  process information.

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STUDY TEXT STRUCTURE

• Teaching text structure using graphic maps is
  one of the research-supported comprehension
  strategies (NRP).
• Graphic organizers in general are also one of
  the categories of research-based comprehension
  strategies.
• Create a map to make the structure/organization
  of expository text more visible.

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ORGANIZE

• Label and group common concepts
• Use mind-mapping strategies
• Chart and define relationships
• Identify what is known and what is desired to
  learn
• Know what being finished looks like

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CLASSIFY

• Find ways for students to classify
  words/concepts to aid in recall.
• Events, ideas, words, concepts, and other
  stimuli that are not organized in some meaningful
  way are more difficult to understand and remember
  than those that are.
• Group the words into categories and arrange them
  on a visual "map" so that relationships among the
  words become clearer.
• Teacher or students create categories and
  concepts.

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CREATE RELATIONSHIPS

• Put related word(s) in each quadrant. Students
  identify the concept/word that the words are
  related to.

Timber
Fresh water
Mineral deposits
Oil
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PUZZLE THE TEXT

• Students put together pieces. Each piece has a
  synonym/etc. about the word, with center piece
  blank. Student identifies and writes
  word/concept in center piece.

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MAP THE TEXT

• Use graphic organizers to understand and
  remember words.
• When students organize the material instead of
  the teacher, they recall it better.
• Techniques such as webbing involve students' own
  perspectives in creating interactions to clarify
  targeted learning.

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Generate examples and non-examples

• For concepts, students need examples,
  non-examples, and everything in between.
• Have students respond to questions about or
  provide examples/nonexamples.
• Simple, typical and unusual examples.

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Brainstorm words that go with a central
concept. Write on board Discuss Add words to
be taught Create a map, linking concepts to
categories
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Semantic feature analysis

• Group words according to certain features, with
  the aid of a chart that graphically depicts
  similarities and differences among features of
  different words.
• Make a grid
• Add features (descriptions) along the top
• Name objects in a category along the rows

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Venn diagrams

• Graphic depiction to show two contrasting but
  overlapping categories used to compare/contrast
  two words/concepts.
• Venn diagrams allow students to compare new
  information to what they know (houses of colonial
  times to their own homes what Lewis and Clark
  packed for their trip to what their family would
  pack for a trip)

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Provide coherence

• Give overviews before beginning a topic or new
  subject.
• Give a summary of the material in advance that
  provides some sort of structure to what is to be
  learned.
• Focus on the Big Idea.

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Patterns

• When the brain encounters a new idea, it
  searches for prior knowledge and experiences
  similar to the new concept.
• The brain is hard-wired to identify patterns
  and, conversely, objects that differ from a group
  of objects.
•  

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Look for similarities

• Memory is fundamentally associative. You can
  remember a new piece of information better if you
  can associate it with previously acquired
  knowledge that is already firmly anchored in your
  memory.

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• Provide synonyms or antonyms
• What it is. What it isnt.
• Compare with other words/concepts.
• How are they similar?
• How are they different?

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Look for differences

• The Isolation Effect
• Increased memory retention for anything which
  stands out from other items in a group.

Identifying similarities and differences raises
student achievement by as much as 45. Marzano
2001
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Background Knowledge

• The ability to retain and understand knowledge
  is greatly enhanced when students make
  connections to what they already know.
  Understanding of new materials depends on what
  you already know that you can connect it to.

The most important single factor influencing
learning is what the learner already knows.
Ascertain this and teach him accordingly.
David Ausubel, Educational
Psychology A Cognitive View
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Prior knowledge

• Influences all learning.
• Every word, sound, picture in your brain has some
  knowledge attached to it.
• This knowledge is personal.
• This knowledge is highly resistant to change
  (easy to learn something that matches or extends
  an existing mental model).

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Make connections

• Point out parts of the story that remind you of
  things in your own life.
• Explore parallels between the story and universal
  themes.
• Ask students to make connections to other stories
  they have read.
• Discuss, draw, and write about these connections.
• Connect content with students lives.

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• Learners can visualize, draw, think of
  connections, mime, articulate their views,
  recount episodes from their lives, share their
  knowledge, make predictions anything that helps
  them to activate connections in their minds.
• The important point is that the lesson starts in
  the learners minds and not in the text and that
  the activities help the learners gain a personal
  experience of the text by connecting it to their
  lives.

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Prior knowledge

• Discussion
• Brainstorming writing down all the information
  you know about a topic
• Illustrating drawing pictures of what you know
  about a topic
• Preteaching
• Advance organizers (agree/disagree, T/F, Venn,
  KWL)

Prior knowledge has a large influence on student
performance, explaining up to 81 of the variance
in posttest scores.
Dochy, Segers Buehl, 1999
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• Better to spend time finding the old information
  students have than giving students new
  information.
• What does this make you think of?
• What is the first thing you think of when I
  say.
• Have students share where they made connections.

When reading unfamiliar passages, students asked
to state their prior knowledge on the text topic
significantly outperformed students not asked to
state prior knowledge.
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• Encourage clustering/graphic organizers/creating
  organization.
• Frequently use analogies to students personal
  life experiences (prior knowledge).
• Ask students for analogies/metaphors.
• Analogies are a useful way of encouraging
  discussion about relationships
• What is it?
• What is it like?
• What are some examples?
• Martin Luther King and Martin Luther.

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REFLECT ON THE TOPIC

• Start with what students know have them write
  it before sharing it.
• One of the simplest methods for helping students
  activate background knowledge is to prompt them
  to bring to mind and state, write down, or
  otherwise record what they know.
• What do I already know about this topic?

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Careful preparationraises students ability
to read a particular piece beyond their normal
reading and thinking performance levels.
Manzo 1990
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REFLECT ON THE TEXT

• Activating background knowledge through
  reflection and oral elaboration during text
  reading was a more effective strategy than taking
  notes on main ideas and their corresponding
  details.
• Spires et al. 1998

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Quantity

• Less is more. The brain can only learn so much.

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Short Term Memory

• Short-term memory
• limited capacity (72 items)
• quick loss of information (less than 20 seconds
  unless rehearsed)
• Brain is not designed for nonstop learning.

Children under 4 can retain one piece of
information at a time children 5-8 can retain
two.
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• Brief immediate memory for most recent on a list
  (recency effect).
• Longer memory for beginning items on list
  (primacy effect). Ebbinghaus

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• Information in short-term memory must be
  manipulated and rehearsed to be transferred to
  long-term memory or it will be quickly forgotten.
• New information
  pushes old
  information out.

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Encoding

• To move something from short-term into long-term
  memory, your brain uses a coding method to help
  retrieve the information.
• Since your brain is coding the information, it
  is easier to remember additional information on
  topics you already know something about learning
  something new may take twice as long (or more) to
  remember.

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ENCODING

• Students need to take the material and put it
  into language they understand.
• Summarize paraphrase
• If students can write about what they know, they
  know it.

When students generate their own context for
meaning, memory improves. Schraw and
Ronning, 1999
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Use word cards

•     Studying word cards, with the word on one
  side and its translation (definition, drawing,
  etc.) on the other is a good remembering
  strategy.
• Keep changing the order of the cards
• increasingly space the learning sessions Avoid
  putting words of related meanings (synonyms,
  opposites, lexical sets) in the same pack of
  cards Nation, 2000

There is overwhelming research to show that using
word cards is a very efficient and effective
learning strategy. Nation 2001
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Value of word cards

• Motor-manual activity (manual and mental
  activities) which reinforces learning.
• Learner controls pace.
• The repeated rehearsal is especially effective
  if it is conducted in different orders helping to
  connect numerous neural pathways relating to one
  cluster of information.

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Rehearsal

• Major means by which information is moved to LTM
  from STM.
• The assignment of sense and meaning to new
  learning can only occur if the learner has
  adequate time to process and reprocess it.

• Repeat again what you hear, for by often hearing
  and saying the same things, what you have learned
  becomes complete into your memory.
  Dialexis

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• The brain goes through physical and chemical
  changes when it stores new information as a
  result of learning.
• New neural pathways
• Strengthening old pathways
• Repetition of a stimulus forms a memory.
• Rehearsal and practice improves the tendency for
  an associated group of neurons to fire together.

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An old Latin proverb says

• repetitio est mater studiorum
• (Repetition is the mother of learning.)

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What does repetition do?

• Moves the information from short term to long
  term memory.
• And then, with more repetition, locks the new
  information in long term memory.

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Rote rehearsal

• Information stored exactly as presented.
• Best way to hold information for a minute or two
  is to repeat it, but not efficient for long.

Some information, such as multiplication tables,
is learned through rote rehearsal.
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Elaborative rehearsal

• Requires more meaningful processing.
• The learner reprocesses the information several
  times to make connections to previous learning
  and assign meaning.
• Without meaning information is quickly lost.

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Elaborative Rehearsal

• Paraphrasing
• Selecting and Note taking
• Predicting
• Questioning
• Summarizing
• Personalizing
• Repetition

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Its all about ME

• The self-reference technique
• One of the best and simplest methods. Simply
  refer any information to yourself and it makes it
  easier to remember.
• Making personal associations with important
  facts or ideas - political, moral, social, etc.
  will help you remember them.

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Rehearsal

• There is almost no long-term retention of
  cognitive concepts without rehearsal.
• Students failing to use elaborative rehearsal
  fail to make associations or discover
  relationships.
• Thus they are unable to generate new ideas,
  concepts or solutions.

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Without rehearsal

• We forget as much as 80 of everything we read
  within 24 hours. Only 8 of textbook material is
  remembered after 21 days.
• Only 10 of lecture material can be recalled 24
  hours later.

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Memory - Storage

• Sites selected for storage determined by the
  associations that the brain makes between the new
  learning and past learnings.
• The more connections that are made, the more
  understanding and meaning the learner can attach
  to the new learning.

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Timing

• Time is a critical component of rehearsal.
• Initial rehearsal occurs when the information
  first enters working memory.
• Need to review new material within 10 minutes.
• Sufficient time must be provided for secondary
  rehearsal to make sense and meaning.

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• Must ensure that students practice correctly
  from the beginning.
• Unlearning and relearning a skill practiced
  incorrectly is difficult and takes more time.
• Avoid assigning independent practice before
  guided practice.

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• Practice over time increases retention
• Massed practice close together practice times
• Produces fast temporary learning
• Distributive practice
• Sustained practice over time the key to
  retention
• Effective practice begins with massed practice
  and then proceeds to distributed practice later
  for retention.

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Consolidation

• Brain requires incubation time
• With new content this may be 2-5 minutes of
  processing for 10-15 minutes of instruction
• Rests, lunch, recess, walks, reflection,
  listening to quiet music (NO NEW LEARNING)
• Need adequate sleep for recycling of the learning.

Students who slept only 6 hours after a learning
session remembered much less than those who slept
8 hours. Stickgold 2000
97

• Learning doesn't happen at an even pace. Brains
  get tired and lose focus. By varying the pace and
  type of learning, you give the brain the chance
  to let one part rest while the other part works.

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Retention varies with length of
teaching episode

• As the lesson time increases, the percentage of
  down time increases faster than the prime times.
• More retention occurs when lessons are shorter.

A block containing four twenty minute lessons
will be much more productive than one long lesson.
99

• Your brain needs repetition. It is better to do
  short frequent reviews than one long review. What
  counts is how many times your brain sees
  something, not how long it sees it in one
  sitting.

Skill learning requires at least 24 practices to
reach 80 percent proficiency.
Marzano 2001
100
We dont review enough. We dont repeat enough.

• You cant do this too much. Go over the same
  passages a few times. In the morning, review
  yesterdays vocab/grammar before moving on. Do
  this every day... make it a ritual. Students need
  to hear, understand, read, and use new
  words/grammar at least 10 and up to 50 times in
  order to acquire them. Are your students
  getting that level of repetition?
• Repetition reinforces learning.

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• Use redundancy to increase understanding and
  retention
• Redundancy means say the same thing again, but
  differently.
• Differently can mean
• From a different perspective.
• Using a different information channel (engaging
  different senses).
• With a different activity.

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BEFORE READING ACTIVITIES

• Use to stimulate prior knowledge.
• Use to generate interest in the reading.
• Use to begin repetitions.

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PREVIEW THE TEXT

• Definitions of difficult vocabulary
• Plot/story synopsis
• Descriptive list of characters
• Historical background

Students given previews made significant
improvements in both story comprehension and
recall.
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• Organize prior knowledge using semantic maps
• KWL charts
• Agree/disagree charts
• Anticipation guides
• Topic debates
• Questions
• Illustrations
• Guessing/predicting

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•  

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ASK QUESTIONS

• Announce topic. Students find out about the text
  before reading it solely through questions.
• The topic is
• Cubans can now do what to their homes?

107
PERSONALIZE QUESTIONS

• If you are walking around a dark room, you need
  to do it cautiously. Why? What are some other
  things that need to be done cautiously?
• Which of these things might be extraordinary?
  Why?
• A flying cow?
• A flying kite?

108
NAME THE TOPIC

• C______ Y_____ B__________
• One way to do this is with a gratitude journal
  in which you write down three to five things for
  which you are currently thankful from the
  mundane to the magnificent. Do this once a week
  say on Sunday night. Keep it fresh by varying
  your entries as much as possible.

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• __________ ______ ___ __________
• These should be both random and systematic.
  Being kind to others, whether friends or
  strangers, brings a cascade of positive effects
  it makes you feel generous and capable, gives you
  a greater sense of connection with others, and
  wins you smiles, approval and reciprocated
  kindness all happiness boosters.

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PORTRAY THE TEXT

• Display key concepts or summary on a wall
  poster. (Priming)
• Keep words, pictures or concepts prominently
  posted.
• Keep ongoing. Refer back to them frequently.
• Put up posters, signs and bulletin board
  displays on a particular topic before its
  introduced.

111
JIGSAW THE TEXT

• Students each read a portion of the text.
  Groups, consisting of one student from each
  portion, gather to construct the whole text
  either orally or with worksheets.

112
ABC THE TEXT

• Give students topic of reading. They write one
  word that they think might be in the text for
  each letter or segment of letters of the
  alphabet.
• Can be done as a post-reading activity where
  students write one word that pertains to what was
  just read.

113
DURING READING ACTIVITIES

• Active learning is better than passive learning.
  Provide something for the students to do while
  they are reading.
• Pause frequently.

114

• Help the reader summarize the story so far What
  important things have happened that might help us
  predict what happens next?
• Model predictions I think something might happen
  to Tom's favorite toy, it might break orwhat do
  you think?
• Ask questions that require the reader to predict
  What if you were Tom (Russia, the President)?
  What would you do?
• Help the reader connect to important story
  elements to make predictions Lots of other kids
  wanted that toy, too, but there was only one. How
  do they feel about that? What do you think they
  might do?

115
PREDICT THE TEXT

• What will happen next?
• TAKE NOTES ON TEXT
• Studies indicate that note-taking results in
  greater recall of information.

When information is correctly reflected in notes,
students remember the information 78 of the
time without note-taking, the information is
remembered 34 of the time.
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DRAW THE TEXT

• Students draw pictures of what they understood
  from the text. They use the pictures to retell
  the story to a partner. - can be icons, symbols.
• Students make poster to advertise their text.
• Students make Power Point presentation of the
  text.

117

• Draw pictures of vocabulary words.
• Introduce words with your own images ask
  students to create their own images

Associating an image with a word is the best way
to learn it. Marzano 2001
118
VIEW THE TEXT DIFFERENTLY

• Give students glasses with different colored
  lens. Students view text from different points
  of view
• Negatively
• Positively
• Creatively
• Emotionally
• Factually change characters, locations

119
COMPLETE THE READING

• Choral cloze teacher reads story and learners
  supply missing words.
• Dictation cloze learners hear story and write
  in missing words.

120
READ ALOUD

• Reading aloud has been found to increase
  vocabularies when
• students relate their existing knowledge to words
  and ideas in the story.
• teacher talk surrounds read-aloud activities.

121
ARRANGE THE SENTENCES

• Write sentence(s) on index cards using new
  words/concepts.
• Students put the sentence(s) in order and write
  them in their notebooks.

122
READ THE TEXT ALOUD

• Paired reading both read one retells, other
  listens and corrects both go back to reading to
  check.
• Mimicking or echo reading.

123
CHANT THE TEXT

• Whole group choral response.
• Teacher says first part of sentence students
  complete as a group.
• MIME THE TEXT
• Students mime all or part of the text.
• Charades.

124
CHOREOGRAPH THE TEXT

• Small groups of students summarize a key point
  in a rhyming one-line review choreograph it and
  present it to the class.

125
Review material

• Complete a checklist
• Describe to partner who maps it out
• Group or pair discussion
• Compare/contrast
• Summarize or paraphrase
• Make a rhyme of key idea and teach to partner
• Create drawing
• Find similarities and differences

126

• Group and regroup material into different
  categories
• Look at material from different point of view
• Critique the material
• Act out the material
• Rap the material
• Connect to what is known

127
Factors affecting Retention

• Degree of student focus
• Length and type of rehearsal
• Students learning styles
• Influence of prior learnings
• Environmental factors
• Emotional factors
• Educational background
• Cultural background

128
Retrieval

• If retrieval fails
• Are your students reflecting throughout the unit?
• Are you providing enough reinforcement and
  feedback?
• Are you varying your rehearsal strategies to meet
  diverse learners?
• Are you spacing your reviews appropriately?

129
Match the original memory state

• Discrepancy between learning states and testing
  states results in performance loss.
• Try to match emotional states through testing
  practice and replicate learning location to
  improve chances for recall.

130

• Conduct oral or written review daily and weekly.
• Present most important material first thing and
  last thing.
• Open and close class with 3 most important words
  or concepts for the day.
• Use music, props or costumes to introduce
  concepts/words.

131

• Create opening for controversial discussions to
  engage students emotionally.
• Have students share learnings with classmates.
• Teach whole before the parts.

132

• Research on the brain has found that the brain
  will change when three conditions occur
  attention, repetition and intense exposure.
• The individual needs to attend to a specific
  experience, the experience must be repetitious,
  and the exposure must be intense.
• The brain typically does not respond with
  significant, permanent change to casual
  exposures. Single exposure to a new environment
  is not sufficient enough to form a permanent
  memory trace in the brain.

133

• To own new information, three criteria are
  necessary
•  
•   1.Reinforcing in preferred modality (visual,
  auditory or kinesthetic) 
• 2. Reinforcing the right number of times (for
  some once, for others it may be 20 times) 
• 3. Reinforcing a sufficient length of time (a
  couple of seconds to several hours).

134
Things to think about

• How can you make your content more meaningful to
  your students?
• What things can you do to make your instruction
  more unique?
• What activities can you do to provide for more
  repetition?
• What activities can you do to activate prior
  knowledge?