SS11_2-3_Applying_memory_models_to_schoo

SS11_2-3_Applying_memory_models_to_schoo - Theme 2 Learning...

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Click to edit Master subtitle style 5/17/11 Theme 2: Learning Happens in Individual Brains & Minds Learning Equals Brain Change Memory Applying Memory Principles & Models to School Learning Learning Histories
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5/17/11 Previous Days’ Work IP vs. Embodied memory Do you remember any of the examples l
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5/17/11 Today’s class Applying memory models to student learning You will consider how models of human memory can help teachers and students.
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5/17/11 First….. IP/Embodiment Handout Let’s do a couple examples from the worksheet on ANGEL……. Discuss with a neighbor. Discuss what you wrote. Turn in your assignment in the end of the class ( 4 points)
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5/17/11 IP/Embodiment Handout Here are some answers from the handout to help you with studying for the embodiment portion of the test and for memory models in general.
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5/17/11 Encourage students to pay close attention and ET: this strategy fits well with Embodiment and is related to the need to suppress certain perceptual input in order to attend to (focus on) important/necessary information
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5/17/11 Use cues or gestures to signal that something is IP: These cues and gestures help to encode the knowledge into long-term memory.
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5/17/11 Don’t overload students with too much information. ET: Without the ability to focus on specific perceptions and suppress external or unwanted experiences, students will be unable to attend to necessary information
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5/17/11 Focus on active learning to make learning enjoyable. IP: Active learning provided more cues for students to encode in long term memory system.
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5/17/11 Use media and technology effectively as part of your ET: using techniques that can focus student attention will assist them in suppressing extraneous information – narrowing the channels of input
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