New Teacher Academy Session 2 Far West GREAT Center

1
New Teacher Academy Session 2 Far West GREAT
Center

• November 18, 2006
• Presenter Barbara Baird
• 831-5105
• Barbarab_at_epcc.edu

2
3 Types of Memory

• Sensory memory information we receive through
  our senses. This memory is very brief lasting
  only a few seconds
• Short Term we can remember approximately 5 to 9
  (7 /- 2) bits of information for a short time
• Long-Termrelatively permanent and practically
  unlimited storage capacity

3
Long-term Memory

• Consists of information you have
• Heard often
• Seen often
• Used often
• Deemed necessary
• Cornerstone Building on Your Best by Robert M.
  Sherfield, Rhonda J. Montgomery, Patricia G.
  Moody. Pearson/Prentice Hall, 2005

4
Forgetting Curve

• There are many reasons we forget things
• One reason is that information that is not used
  for an extended period of time decays or fades
  away over time

5
Forgetting Curve

• The forgetting curve illustrates the decline of
  memory retention in time.
• A typical graph of the forgetting curve shows
  that humans tend to halve their memory of newly
  learned knowledge in a matter of days or weeks
  unless they consciously review the learned
  material.

6
Forgetting Curve

• In 1885 German philosopher Hermann Ebbinghaus
  conducted one of the first studies on memory,
  using himself as a subject.
• He memorized lists of nonsense syllables and then
  tested his memory of the syllables at intervals
  ranging from 20 minutes to 31 days.
• As shown in this curve, he found that he
  remembered less than 40 percent of the items
  after nine hours, but that the rate of forgetting
  leveled off over time.

7
Forgetting Curve
8
Forgetting 1 hour lecture

• On Day 1, at the beginning of the lecture, you go
  in knowing nothing, or 0, (where the curve
  starts at the baseline).
• At the end of the lecture you know 100 of what
  you know, however well you know it (where the
  curve rises to its highest point).

9
Forgetting 1 hour lecture

• By Day 2, if you have done nothing with the
  information you learned in that lecture, didn't
  think about it again, read it again, etc. you
  will have lost 50-80 of what you learned.

10
Forgetting 1 hour lecture

• By Day 7, we remember even less, and by Day 30,
  we retain about 2-3 of the original hour!

11
Forgetting 1 hour lecture

• Here's the formula for remembering material
  Within 24 hours of getting the information -
  spend 10 minutes reviewing and you will raise the
  curve almost to 100 again.
• University of Waterloo Counseling Services
  http//www.adm.uwaterloo.ca/infocs/study/curve.htm
  l

• A week later (Day 7), it only takes 5 minutes to
  "reactivate" the same material, and again raise
  the curve.
• By Day 30, your brain will only need 2-4 minutes
  to give you the feedback, "Yes, I know that..."

12
Forgetting Curve

• Amount you are likely to recall if you do review
• VS.
• Amount you are likely to recall if you do not
  review
• http//www.ucc.vt.edu/lynch/SSForgetting.htm

13
Forgetting Curve

• Reviewing notes after class each day, or at least
  before going to bed, will help recall. 
• At the end of nine weeks, those who reviewed
  their notes within a day recalled about 75 of
  the information. 
• Those who did not review their notes were unable
  to recall even 50 of the information after one
  day and only a little more than 20 of the
  information after nine weeks.
• http//www.ucc.vt.edu/lynch/SSForgetting.htm

14
Increasing Memory Power

• With effort and memory techniques, you can file
  and retrieve information in long-term memory
• Rehearsal
• Practice
• Concentration
• Visualization

15
Increasing Memory Power

• A related concept is the strength of memory that
  refers to the durability of memory in the brain.
  The stronger the memory, the longer we can
  remember it.
• Strategies that engage the brain strengthen
  memory.

16
20 Professional Learning StrategiesSit and Get"
Won't Grow Dendrites by Marcia L. Tate

• Brainstorming discussion
• Drawing and artwork
• Field trips
• Games
• Graphic organizers
• Humor celebration
• Manipulatives models
• Metaphors, analogies, similes
• Mnemonic devices
• Movement

• Project and problem-based instruction
• Reciprocal teaching, cooperative learning, peer
  coaching
• Role-plays, drama, pantomimes, charades
• Storytelling
• Technology
• Visualization
• Visuals
• Work study action research
• Writing reflection

17
Story Time

• Metacognition
• Think Aloud
• Graphic Organizers
• Pre During Post Questions
• Blooms Taxonomy
• Cooperative problem-based learning

18
Metacognition to think about your own
thinking

• to be aware of and monitor your learning
  processes
• self-assessment
• the ability to assess your own thinking and
  understanding
• self-management
• the ability to manage your own further cognitive
  development

19
Think Aloud

• Modeling by the teacherThe teacher models
  his/her comprehension strategies while reading
  sample text
• The teacher verbalizes the thought process he or
  she is using to gather meaning from the text

20
Think Aloud

• Read a passage aloud to the learners and give
  voice to how you process the information
• Talk about what
• You are thinking
• Your predictions
• The images you see
• The questions you have
• How the reading fits with what you know
• When you run into problems, express your
  confusion and talk through your thinking as you
  solve the problem

21
Think Aloud Strategies

• Stopping to reread or restate a difficult section
• Summarizing long sentences and putting them in
  your own words
• Looking back in the text to locate the person or
  thing that a pronoun refers to

• Identifying important or not-so-important
  information
• Using various strategies to identify or determine
  the meaning of an unknown word
• Relating the information to your prior
  knowledge

22
Graphic Organizers

• Power Pictures that paint important pictures on
  the brain
• Diagrams or charts that represent concepts and
  the relationship of ideas and information
• They often illustrate the organization and
  structure of text

23
Links for Graphic Organizers

•  Education Place Graphic Organizershttp//www
  .eduplace.com/graphicorganizer/index.html
•   Ed Helper
• http//www.edhelper.com/teachers/graphic_organize
  rs.htm
•    

24
Links for Graphic Organizers

• Graphic Organizershttp//www.writedesignonline.co
  m/organizers/index.html
•   
•  Region 15 Graphic Organizershttp//www.region15
  .org/curriculum/graphicorg.html

25
Pre, During, Post, Questions

• 1. Identify "what you know" and "what you don't
  know
• 2. Talk about thinking
• 3. Plan, predict, self-regulate, self-evaluate
• 4. Blooms Taxonomy
• Knowledge, Comprehension, Application, Analysis,
  Synthesis, Evaluation

26
Blooms Taxonomy

• Benjamin Bloom developed his Taxonomy of
  Learning Domains in the mid-1950s. His hierarchy
  of skills is key to developing authentic
  objectives for learning.
• These are the six levels in ascending order
• Knowledgeto observe and recall information
• Comprehensionto understand knowledge
• Applicationto use knowledge
• Analysisto interpret and value knowledge
• Synthesisto integrate, own, and combine ideas
• Evaluationto assess, verify, and make choices
  based on information and knowledge

27
Blooms Taxonomy
28
Links Blooms Taxonomy

• University of Victoria
• http//www.coun.uvic.ca/learn/program/hndouts/bloo
  m.html
• Valdosta State University
• http//chiron.valdosta.edu/whuitt/col/cogsys/bloom
  .html

29
Links Blooms Taxonomy

• University of Washington
• http//faculty.washington.edu/krumme/guides/bloom1
  .html
• Teachers pages
• http//www.teachers.ash.org.au/researchskills/dalt
  on.htm
• http//nerds.unl.edu/pages/preser/sec/articles/blo
  oms.html

• University of Washington
• http//faculty.washington.edu/krumme/guides/bloom1
  .html
• Teachers pages
• http//www.teachers.ash.org.au/researchskills/dalt
  on.htm
• http//nerds.unl.edu/pages/preser/sec/articles/blo
  oms.html

30
Cooperative Problem-based Learning

• Cooperative learning
• working in small groups allows students to help
  each other learn and apply learning strategies
• Problem-based instruction
• provides opportunities for problem solving,
  communication, divergent thinking, linking new
  information

31
Afternoon

• True/False Review
• Metaphors
• Mnemonics
• Gallery of Learning
• Post test Bloom
• Meet with Mentors

32
Metaphors, Analogies, and Similes

• Metaphor - figure of speech that implies
  comparison between two unlike entities
• Analogy - based on the assumption that if two
  things are known to be alike in some respects,
  then they must be alike in other respects
• Simile - figure of speech comparing two unlike
  things. The resemblance is explicitly indicated
  by the words like or as"

33
Mnemonics Memory Tricks

• Techniques that assist in putting information
  into long-term memory and accessing when needed
• Jingles/Rhymes
• Sentences
• Words
• Story lines
• Acronyms
• Pegs

34
Mnemonics Memory Tricks

• Order of the Planets in the Solar System
• My Very Elegant Mother Just Served Us Nine Pies
• My Very Elegant Mother Just Served Us Nachos

35
Mnemonics Memory Tricks

• Arithmetic
• Lucky Cows Drink Milk
• The ascending order of Roman numerals LCDM
• Please Excuse My Dear Aunt Sally
• Parentheses, Exponents, Multiplication,
  Division, Addition, Subtraction

36
Mnemonics

• As a group, develop a mnemonic device for
  remembering Bloom's Taxonomy such as an acrostic
  making a silly sentence using the first letter of
  each component (see pages 49 - 51 of "Sit and
  Get" Won't Grow Dendrites)

37
Gallery of Learning

• New Knowledge
• New Skills
• Improvement in
• New or renewed interest in
• Confidence in

38
20 Professional Learning StrategiesSit and Get"
Won't Grow Dendrites by Marcia L. Tate

• Brainstorming discussion
• Drawing and artwork
• Field trips
• Games
• Graphic organizers
• Humor celebration
• Manipulatives models
• Metaphors, analogies, similes
• Mnemonic devices
• Movement

• Project and problem-based instruction
• Reciprocal teaching, cooperative learning, peer
  coaching
• Role-plays, drama, pantomimes, charades
• Storytelling
• Technology
• Visualization
• Visuals
• Work study action research
• Writing reflection