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You’re Hired…Now What? Memory and Classroom Application

You’re Hired…Now What? Memory and Classroom Application. TESL Ontario 2010. Language in the Workplace. Short time frame Workplace context Realistic progression expectations Targeted goals AGENDA Diverse learning styles Brain Compatible Context Memory Related Strategies.

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You’re Hired…Now What? Memory and Classroom Application

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  1. You’re Hired…Now What?Memory and Classroom Application TESL Ontario 2010

  2. Language in the Workplace • Short time frame • Workplace context • Realistic progression expectations • Targeted goals AGENDA • Diverse learning styles • Brain Compatible Context • Memory Related Strategies

  3. “Memory is the retention of information over time.” “Learning and thinking styles are not abilities; rather the are preferences in how people use their abilities.” Santrock, et al., Educational Psychology, 2004

  4. Brain Compatible Learning3 Conditions for Complex Learning • Relaxed alertness – low threat, high challenge state of mind • Orchestrated immersion – multiple, complex , authentic experience • Active processing – making meaning through experience processing Cain and Cain, Mind/Brain Learning Principles,1994.

  5. Marcia Tate : Adults Learn Best When • They have input into content selection and development • Variety of learning strategies are used • Focused group discussion and problem solving • Learning is connected to background knowledge • Have time to reflect • Ongoing support is available Tate, M., ( 2004), Sit and Get Won’t Grow Dendrites, Corwin Press Do Write Reflect Input Discuss

  6. Processing information in memory • Encoding – getting it into memory • Storage – retaining over time • Retrieval – taking it out of storage

  7. Encoding • Rehearsal – conscious repetition – rote, without meaning - not the best value • Deep Processing – in terms of meaning – much better • Elaboration – using examples – self reference – distinctive memory code • Constructing images – more detail= better memory • Organization – meaningful - outlines – charts – chunking

  8. Storage • Sensory - quickly lost • Short Term Memory - 30 seconds • Long Term Memory - relatively permanent • Peter Walsh, Full Frontal Learning, McMaster University, Academic Skills, 2004

  9. Retrieval • Serial position – primacy and recency • Recall – fill in blanks and essay • Recognition – identify learned information – multiple choice

  10. R. Oxford – Language Learning Strategies Memory related : • grouping, words in context, • mental linkages, • mental images, • rehearsal • elaboration • Oxford, R., ( 2001) Language Learning Styles and Strategies, Teaching English as a second or foreignlanguage, , Heinle& Heinle

  11. Translating to the Workplace • Addressing the various styles • Giving options • Allowing personal relevance • Chunking information • Language patterns • Dialogue and elaboration • You’re Hired…Now What?

  12. Questions? Beverley Payne Workplace Lead Instructor b.payne@tvdsb.on.ca Terry Webb Wheable Lead Instructor t.webb@tvdsb.on.ca Adult ESL Thames Valley District School Board THANK YOU

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