Successful Memory Raises Achievement

1. Successful Memory Raises Achievement Marilee Sprenger Successful Memory Raises Achievement

2. EXPLICIT MEMORY IMPLICIT MEMORY CONDITIONED RESPONSE SEMANTIC EPISODIC EMOTIONAL PROCEDURAL Successful Memory Raises Achievement

3. Successful Memory Raises Achievement

4. Successful Memory Raises Achievement

5. Sensory Sensory Immediate Immediate Working & Emotional Working Long-term Long-term Working Long-term Long-term Working & Emotional Reach Reflect Recode/Reinforce Rehearse Review Retrieve Successful Memory Raises Achievement

6. Instructional Strategies that Affect Achievement Successful Memory Raises Achievement

7. REMEMBERING : Recognize, list, describe, identify, retrieve, name… Can the student RECALL information? UNDERSTANDING: Interpret, exemplify, summarize, infer, paraphrase … Can the student EXPLAIN ideas or concepts? APPLYING:Implement, carry out, use … Can the student USE the new knowledge in another familiar situation? ANALYZING: Compare, attribute, organize, deconstruct … Can the student DIFFERENTIATE between constituent parts? EVALUATING: Check, critique, judge hypothesize … Can the student JUSTIFY a decision or course of action? CREATING: Design, construct, plan, produce … Can the student GENERATE new products, ideas or ways of viewing things ? The New Bloom Successful Memory Raises Achievement

8. Retrieve Review Rehearse Long-term Memory Higher Level Thinking Reinforce Recode Reflect Reach Successful Memory Raises Achievement

9. Reach: Getting into Sensory Memory If you can’t reach them, you can’t teach them. Attention Motivation Emotion Meaning Relationships Novelty Advance Organizers Relevancy Successful Memory Raises Achievement

10. Reflect: Thinking about Learning • Reflection is not a luxury; it is a necessity. • Wait time • Seven Habits of Highly Reflective Classrooms: • Question • Visualize • Journal • Thinking Directives • PMI • Collaborate • Four Corners Successful Memory Raises Achievement

11. Recode: Making it Their Own Self-generated material is better recalled Interpret Exemplify Classify Summarize Infer Compare Explain Non-linguistics Successful Memory Raises Achievement

12. Reinforce Feedback is vital to learning. Motivational Feedback Informational Feedback Developmental Feedback Extinction Socratic Questioning Successful Memory Raises Achievement

13. Rehearse: Practice makes Perfect We remember better the more fully we process new subject matter Rote Elaborative Sleep Spacing Homework and Practice Multiple Pathways Multiple Episodes Successful Memory Raises Achievement

14. Review: Preparing for the Test Whereas rehearsal puts information in long-term memory, review presents the opportunity to retrieve that information and manipulate it in working memory. The products of the manipulation can then be returned to long-term memory. 1.Match the review to instruction and assessment. 2.Check for accuracy of the memory. 3.Give students the conditions to use higher level thinking skills to analyze, evaluate, and possibility create alternative ways to use the knowledge. 4.Strengthen the existing networks. 5.For high stakes testing, practice similar questions under similar conditions. 6.Eliminate cramming. Successful Memory Raises Achievement

15. Review Schedules Old Method Initial Instruction Assessment = Review Greater Memory Method Initial Instruction Assessment Review Schedules. Cramming reviews in right before the test doesn’t give the brain time to build long-term memory. Spacing reviews throughout the learning and increasing the time between them gradually allows long-term networks to be strengthened. Adapted from Jeb Schenck (2000) Successful Memory Raises Achievement

16. Retrieve: Access and Transfer Retrieval is most successful when the context and the cues that were present when the material was first learned are the same as the context and the cues that are present later when making an attempt to recall. Type of assessment Specific cues Recognition techniques Recall Stress Successful Memory Raises Achievement

17. Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (Eds.). (2001). A taxonomy for learning, teaching, and assessing. New York: Longman. Bourtchouladze, R.(2002). Memories are made of this. London: Columbia University Press. DeFina, P. (2003), The neurobiology of memory: Understand, apply, and assess student memory. Speaker: Learning and the Brain Conference. Cambridge, MA. Dewey, J. (1997). How we think. New York: Dover Publishers. Eichenbaum, H. (2003). Speaker. The neurobiology of learning and memory.Learning and the Brain Conference. Cambridge, MA Marzano, R., Pickering, D., and Pollack, J. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development. NWREL. (2002). Research you can use to improve results.originally prepared by Kathleen Cotton, Northwest Regional Educational Laboratory (NWREL), Portland, OR, and published by the Association for Supervision and Curriculum Development (ASCD) in 1999. Sprenger, Marilee. (1999). Learning and Memory, The Brain in Action. Alexandria, VA: ASCD. Sprenger, Marilee. (2005). How to teach so students remember. Alexandria, VA: ASCD. Squire, L. and E. Kandel. (1999). Memory, From Mind to Molecules. New York: Scientific American Library. Successful Memory Raises Achievement

18. Available in Exhibit Hall Successful Memory Raises Achievement