Analysis:
Slavin begins the chapter discussing the different types of memory. Our short-term memory is what everything initially enters into, but it can only stay here for a few seconds. If the information isn’t immediately used, it will disappear. Working memory is another type of short-term memory. If we use the information by categorizing it or connecting it with previously learned information, we are using our working memory. In order for something to be transferred to our long-term memory, we must continually use the information. Our long-term memory is divided into three parts: memory of personal experiences (episodic), memory of facts and generalized information (semantic), and memories of knowing how to do something (procedural). The levels-of-processing theory asserts that we process information on different levels, and these levels determine the likelihood that we will remember it. For example, if we just look at something, we don’t have as great of a chance of remembering it as if we give a name to it or associating meaning to it. Automaticity occurs when information goes beyond out long-term memories; recalling the information is automatic and requires no effort.
Though we typically feel like we don’t remember much of what we learn in school, Slavin (2012) insists that we actually do: “Whatever students have retained about 12 to 24 weeks after instruction, they may retain forever” (p. 152). What does matter, though, is the type of instruction. According to Slavin (2012), students who sat through traditional lectures lost much more of the knowledge than those who had instruction that utilizing role playing. The levels-of-processing theory suggests that when we associate meaning to something, we are much more likely to remember it.
Recent research on the brain has found that “the brain’s capacity is not set at birth but is influenced by early experience” (Slavin, 2012, p. 154). This tells us that it is important for children to constantly be using their brains and utilizing the information. Savin (2012) states, “As a person gains in knowledge and skill, his or her brain becomes more efficient” (p. 155).
Those who study memory are of course interest in what causes one to forget information. One reason we forget information is by interference: the information is interrupted before it is stored in the working memory because there isn’t time to rehearse the material. Another type of interference, retroactive inhibition, causes us to forget information because other new information is interjected.
Teachers have the duty of teaching in a way that leads to information being stored in a student’s long-term memory. There are different methods that help achieve this. One is verbal learning, which includes paired-associate learning, serial learning, and free-recall learning. Imagery may often help a student remember information because it helps the students visualize information. Teachers can also try to ensure that the learning is meaningful, though sometimes rote learning is necessary. One theory of meaningful learning is the schema theory, which suggests that “information fitting into an existing schema is more easily understood, learned, and retained than information that does not fit into an existing schema” (p. 167). Teachers can make current learning more relevant by linking it to previously learned information using advance organizers and/or analogies. Teaching strategies should also help students organize information. This may include the use of note-taking strategies and/or the PQ4R method.
Reflection:
I didn’t read anything in this chapter that was particularly surprising, but a lot of it was interesting. I don’t usually think of the “scientific” reasoning for certain things, so that part of it is new to me. For example, I knew that the more times something is repeated, the more likely it is to be remembered. However, I didn’t know about working memory and how quickly something stored in our short-term memory is actually forgotten.
One thing that I did find as shock is Slavin’s (2012) idea that “people retain a large portion of what they learn in school” (p. 152). I don’t feel like I remember much of what I learned in school, but according to the reading, I’m just not utilizing it or I didn’t use it enough when it was initially learned to move it into my long-term memory. This may be useful for me in my classes. Since research suggests that something remembered for 12 to 24 weeks after instruction is retained forever, this makes it incredibly important that I review, review, review what is taught in my class. For something that is taught in August, my revisiting that information until May will pretty much ensure that it is moved into the students’ long-term memories.
There is a lot in the chapter about the idea that information is much more easily remembered for students when it i something with which they can associate meaning. Additionally, Slavin makes note that we learn more as our brains are continually engaged. Thus, a student sitting in my class who already knows what we are learning isn’t benefitted by the lesson because he/she is not gaining any additional knowledge. These two things are very important to the way students are taught. Not only does the material need to be differentiated so that information isn’t repeated, but we need to ensure that students are associating meaning with whatever they are learning. In some cases this may mean explaining to them why something is important or relating the material to something else, but in other cases in may meaning allowing them to choose between topics or giving them space to be creative and relate the material to their own interests and passions.
t is no secret that we all learn differently. Some of us are visual while some of us are auditory. Presenting material in multiple ways in important, as is creating effective ways to help students organize learning that is rote. This may include helping them with note-taking strategies, summarizing, and/or concept-mapping. Savin (2012) states, “A growing body of evidence supports the idea that having students explain in writing the content they are learning helps them understand and remember it” (p. 170). This is concerning to me because students don’t often write much anymore. When notes come on the screen, they immediately want to take a picture. If they are required to “write” something, they are usually typing it. For me, I must actually write information to remember it, and I don’t know that they are growing up understanding that. Something else to take into consideration when helping students learn is the time of day. Young (2015) suggests that age has a direct relationship to when the brain is most active. While older people peak in brain activity in the morning, young teens are still active in the afternoons. However, “16 and 17-year-old girls performed better on tests of factual memory if they studied the material at 3 pm rather than at 9 pm, but acquired skills involving movements faster if they practiced in the evening.” At my school, certain classes (usually math and English) are scheduled during the morning time slots when available. However, a lot of it is just luck of the draw. I know that there is a huge difference in 7th period and 1st period!
References:
Slavin, R.E. (2012). Educational Psychology: Theory and Practice (10th ed.). Boston, MA: Pearson.
Young, E. (2015). KNOW IT ALL. (cover story). New Scientist, 226(3014), 30-35.
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