ERIC Number: ED486665
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 0
How to Teach So Students Remember
Association for Supervision and Curriculum Development
When teaching a lesson, do students remember the information the next day? The next week? Will they retain that information long enough to use it on a high-stakes test and, most importantly, will they retain it well enough to make use of it in their lives beyond school? "How to Teach So Students Remember" offers seven steps to increase students' capacity to receive information in immediate memory, act on it in working memory, store it in long-term memory, and retrieve and manipulate it in unanticipated situations--that is, to use what they've learned when they need it. Step by step, teachers will discover (1) how to reach students and get them to attend to incoming information; (2) how to encourage reflection to better enable students to make connections to prior knowledge; (3) how to help students recode new concepts in their own words to clarify their understanding; (4) how to use feed-back to provide a framework for learning and show the brain what's important to remember; (5) how to incorporate multiple rehearsal strategies that provide multiple avenues to stored material; (6) how to structure review processes so students retain information beyond the test; and (7) how to align instruction, review, and assessment to help students more easily retrieve information. Teachers know that some children come to school with their ability to remember information already firmly established; others are not so fortunate. By consciously teaching for memory, some of these differences can be remediated to help students gain confidence, and better equip all students to be successful learners, reliable family members, and informed members of society. After an introduction, chapters in this book include the following: (1) Reach. If You Can't Reach Them, You Can't Teach Them; (2) Reflect. Reflection Is Not a Luxury; It Is a Necessity; (3) Recode. Self-Generated Material Is Better Recalled; (4) Reinforce. Feedback is Vital to Learning; (5) Rehearse. To Get Information into Long-Term Memory, It Must Be Rehearsed; (6) Lost from Memory; (7) Retrieve. Memory Retrieval May Be Dependent on Cues; and (8) Realization. Appended are: (1) Brain Briefing; and (2) Graphic Organizers. Also included in the book are: a list of references; an index; and a section providing information about the authors.
Descriptors: Prior Learning, Teaching Methods, Mnemonics, Long Term Memory, Feedback, Brain, Learning Strategies, Retention (Psychology), Instructional Materials
Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, VA 22311. Tel: 800-933-2723 (Toll Free); e-mail: email@example.com.
Publication Type: Books; Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Authoring Institution: Association for Supervision and Curriculum Development, Alexandria, VA.