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Do-Now

Do-Now. “Studies have shown that 48 hours after learning something new, we have generally forgotten 75% of the material.” This is a true statement. Why do you think this occurs? . Today’s objective and agenda.

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Do-Now

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  1. Do-Now “Studies have shown that 48 hours after learning something new, we have generally forgotten 75% of the material.” This is a true statement. Why do you think this occurs?

  2. Today’s objective and agenda Students will be able to apply memory strategies and describe strategies to avoid by • Do-now: quote and discuss • Opinionaire + film clip • Notes with simulation • CFU: student questioning whip around • Add to study guide • Commercial preparation • Share out + revisit opinionaire

  3. Complete the opinionaire, top part only of each question

  4. Film clip on memory • This is a test! (Just kidding, but let’s see how you do) • As we watch the clip, count the number of times the basketball is passed.

  5. 2.13 Memory Strategies and Pitfalls 1. Effortful processing requires rehearsal, or conscious repetition a. Amount remembered depends on amount of time spent learning

  6. 2. Next-in-line effect – we are unlikely remember information presented just before we must perform; we are too focused on our own upcoming performance

  7. DUH—BE AWAKE 3. Information processed seconds before sleep is not remembered. Information presented during sleep is not remembered.

  8. 4. Spacing Effect • We increase long-term retention when we study or practice over time. • It is better to study 20 minutes every day than to cram.

  9. All-purpose memory demo Bed Quilt Dark Silence Fatigue Clock Snoring Night Toss Tired Artichoke Turn Rest Dream Sleep

  10. 5. Serial Positioning Effect • We tend to remember the beginning (primacy effect) and end (recency effect) of a list best. Words remembered Order on list

  11. Today’s objective and agenda Students will be able to apply memory strategies and describe strategies to avoid by • Do-now: quote and discuss • Opinionaire + film clip • Notes with simulation • CFU: student questioning whip around • Add to study guide • Commercial preparation • Share out + revisit opinionaire

  12. Student whip around • Create 2 questions about today’s material. Your questions should begin with: “What is the…” Or “Provide an example of…” • One student will pose their question to the class and call on another student to answer it. Then, the student that answers the question will post their own question and call on someone else…repeat! • We have 2 minutes to whip around the room.

  13. Today’s objective and agenda Students will be able to apply memory strategies and describe strategies to avoid by • Do-now: quote and discuss • Opinionaire + film clip • Notes with simulation • CFU: student questioning whip around • Add to study guide • Commercial preparation • Share out + revisit opinionaire

  14. Quick discussion: What makes a good commercial? • What makes it memorable? • What makes it convincing? • Please read along with me as we review the directions for your commercial assignment.

  15. Today’s objective and agenda Students will be able to apply memory strategies and describe strategies to avoid by • Do-now: quote and discuss • Opinionaire + film clip • Notes with simulation • CFU: student questioning whip around • Add to study guide • Commercial preparation • Share out + revisit opinionaire

  16. DIRECTIONS: At the beginning of class, read each statement and circle your opinion. At the close of class, put a star (*) next to your opinion and explain your reasoning using evidence from class today.

  17. Closing and Homework • Take your study guides with you! • Quiz on research methods and memory tomorrow at the end of class • Whip around: Why does this stuff matter?

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