Chapter 30 did a very nice job of explaining how people learn. Of course we all know that everyone learns differently and that students need to participate in learning in a variety of ways. When I was studying Latin the best way for me to learn the vocabulary was to write the words and definitions out, and say them. I was engaging both the visual and phonetic parts of working memory, and I know that the writing engaged another part of memory too. This is a really exciting part about what we are learning. Students will be engaging that third file of learning by actually help to create what they are learning.
One of the best ideas to apply in this chapter is the use of an advance planner. A planner would be easy to create. This strategy would help the students gain prior knowledge of an event, era, upcoming chapter etc. By using headers and sub headers the material could be organized in a way that could help students write notes, review for a quiz or test, or just help with homework.
Another good idea is to increase the use of visuals. Studies have shown that there is a increase in learning when visuals are used (p 315), and that both still visuals and animation are effective (p316). Using still visuals would be easy, and they could be used for a preview of upcoming material, an in depth look at a topic, reviews, etc. Students could use visuals in their projects. I wonder about where to draw the line on what is too much. I am going to use a gradual approach to using to find what best suits the majority of our students.
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Mark,
ReplyDeleteI agree teachers have to use a variety of tools to help students learn mostly because students learn in different ways. I know for myself that I learned best when I read something, heard it (lecture), and wrote it down (notes). My major was Biology and there were alot of concepts and memorization. In order for me to transfer the short term memory information to long term I had to use the above methods. When teaching pretty complex concepts I always used visuals and animation because it made the information easier for my students to understand. :) KathyW
I also need to write and say things when I learn them. Just listening isn't enough. But once I write a word and say it, it's pretty much stuck!
ReplyDeleteThere are many different "Graphic organizers" that I like to use to help students organize their thoughts visually. For example, a KWL chart has 3 columns. Before you begin a lesson, you have the students write down what they KNOW (under the K) and what they WANT to know (under W). After the lesson, they write what they LEARNED (under L). It's simple but helps to engage both parts of their memory. -Suzy
Mark, I too was wondering where the line was for "seductive details." Since visuals are interesting and engaging for students, at what point is there too much extra information that detracts from their learning? I think you're on the right track in easing into it gradually to find what works best for your students. I plan to use the same approach. I'm guessing it will be different for all students.
ReplyDeleteDanelle Drake
I use graphic organize and KWL charts. I think one of the best things about them is they activate prior knowledge so students have something to attach their new knowledge to.
ReplyDeleteMark,
ReplyDeleteI completely agree with your style of learning. I too had to listen, write notes and re-read notes to be successful in my classes. However, many students do not do this any longer and some even refuse to try it. This is forcing us to try and come up with new ways to help them remember such as visuals, animations, skits,etc.
I do agree that teachers should ease into it to try and find that line between enough and too much stimulus.
Jackie Sowle