ERIC Number: ED392266
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Memory for Dialogue: Recalling an Anchor through Talk and Response.
This paper reports on a project involving student recall of the dialogue in a movie and retention of the "anchor," which in this case refers to a videotape recording of "To Kill a Mockingbird." The project looked at how students retained knowledge over a few days and what kind of activities resulted from expertise with an anchor. The goal of anchored instruction is to help students see knowledge not as facts to memorize, but as a tool for problem solving. In this project, 12 boys in an 8th grade, resource room social studies class watched scenes from the video over a period of 5 days and debated the outcome of the trial and several of the main characters for 2 weeks. Findings revealed that students remembered dialogue, primarily dramatic dialogue, from the movie almost verbatim, and they seemed to develop personal ownership of certain lines. Results suggest that some stories are told more through dialogue than through action, that the content of a video presentation includes both oral language devices that encourage subjective knowing and written language, and that there is a social dynamic involved in becoming expert in an anchor. (Contains 27 references.) (NAV)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Anchored Instruction; To Kill a Mockingbird
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).