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Showing 16 to 30 of 48 results Save | Export
Instructor, 1983
This article explains two techniques for helping students develop long-term memory skills and retain information taught in class. One technique relies on mental pictures to keep track of a numbered series of items; the other depends on key words derived from the material that must be memorized. (PP)
Descriptors: Association (Psychology), Elementary Secondary Education, Long Term Memory, Memorization
Peer reviewed Peer reviewed
Orden, J. Hannah – Exercise Exchange, 1985
Describes a method for preparing students for vocabulary quizzes that enables students to make a personal connection with the new words. Students remember as many of the new words as they can, then free write about each one to arrive at a definition.
Descriptors: Free Writing, Retention (Psychology), Schemata (Cognition), Secondary Education
Williams, Sheri S. – Adult Education (London), 1979
The teacher's job is to help people to learn; memory is an integral part of the learning process. The author argues that the memory can be developed by specific methods and that teachers can help their students to learn more effectively by showing them some simple way to improve memory. (Author)
Descriptors: Adult Students, Cues, Imagery, Learning Processes
Peer reviewed Peer reviewed
Laney, James D.; Schug, Mark C. – Social Studies and the Young Learner, 1998
Reviews the recent research on teaching and learning economics in the elementary classroom, such as whether children understand the economic world and correcting students' economic misconceptions. Maintains that students in elementary school are capable of learning and remembering economic concepts if they are taught in developmentally appropriate…
Descriptors: Childhood Attitudes, Decision Making, Economics Education, Educational Research
Peer reviewed Peer reviewed
Savage, Luise B. – Clearing House, 1998
Examines why, in spite of overwhelming evidence over a long period of time that students retain material learned by questioning, teachers are not more effective questioners. Describes an eight-session workshop that develops teachers' abilities to ask questions that are truly thought-provoking. (SR)
Descriptors: Discussion (Teaching Technique), Elementary Secondary Education, Faculty Development, Higher Education
Peer reviewed Peer reviewed
Anderson, Johnston; Austin, Keith; Barnard, Tony; Jagger, Janet – International Journal of Mathematical Education in Science and Technology, 1998
Describes a test using 155 third-year undergraduates in 15 different institutions to examine the extent to which certain core first-year material is retained and understood. Includes an analysis of the answers given by students to each question as well as some of their comments. Students' misconceptions indicate that foundations laid in the first…
Descriptors: Calculus, College Mathematics, Higher Education, Mathematical Concepts
Peer reviewed Peer reviewed
Teachworth, Martin D. – Science and Children, 1991
Presents a teacher-made instructional material that can be used to help students understand and retain the concepts of magnet and magnetic field. Doughnut-shaped magnets levitate above each other when placed over a post with like poles facing each other. Instructions are provided to make the device. (MDH)
Descriptors: Concept Formation, Demonstrations (Educational), Elementary Education, Instructional Materials
Peer reviewed Peer reviewed
Sousa, David A. – Middle School Journal, 1992
The following factors can influence the form and quality of what is stored in memory: (1) position of new learning; (2) meaning in new learning; (3) transfer of information; (4) verbal cues; (5) image cues; (6) spacing effect; (7) rehearsal and practice; and (8) organization of new information. (MLF)
Descriptors: Intermediate Grades, Junior High Schools, Middle Schools, Retention (Psychology)
Peer reviewed Peer reviewed
Hayes, David – Social Studies, 1988
Describes how social studies teachers can help students interact with textbooks to promote better comprehension and retention of information. Suggests methods for linking existing knowledge to concepts in the text, for organizing information to encourage retention, and for making the expository style of texts more accessible. (LS)
Descriptors: Cloze Procedure, Cluster Grouping, Content Area Reading, Elementary Education
Peer reviewed Peer reviewed
Jackson, Michael C.; Anderson, Norman D. – Science Teacher, 1988
Discusses the value of memorized factual material in science. Describes the use of mnemonic devices to facilitate memorization. Provides a list of 14 mnemonic devices commonly used in science other than ROY G. BIV, which is used to remember the colors of the visible spectrum. (CW)
Descriptors: Cognitive Processes, Cues, Learning Processes, Learning Strategies
Peer reviewed Peer reviewed
Ohlhausen, Marilyn McKenney; Roller, Cathy M. – Journal of Reading, 1986
Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)
Descriptors: Elementary Secondary Education, Geography Instruction, Learning Strategies, Retention (Psychology)
Peer reviewed Peer reviewed
Nemni, Monique – Canadian Modern Language Review, 1985
Four vocabulary instruction problems are addressed on practical and theoretical levels: how to select vocabulary, organize it effectively, convey the meaning of words, and improve retention of new words through meaningful practice. Suggestions are given for using creative activities that are both educationally and linguistically sound. (MSE)
Descriptors: Class Activities, Classroom Techniques, Curriculum Development, French
Thompson, Sara – 2000
This booklet provides a sampling of strategies that will help students with content literacy. It is based on the idea that reading is about understanding such that the words are transformed into meaningful thoughts within the reader's cognitive frame of reference. The booklet contains various learning theories, and the strategies suggested…
Descriptors: Content Area Reading, Elementary Secondary Education, Learning Theories, Literacy
Koehler, Sandra L.; And Others – 1992
This handbook for Adult Basic Education (ABE) and General Educational Development (GED) instruction synthesizes research and combines it with selected instructional strategies for instructors, tutors, and volunteers. This handbook is a reference tool that sets the scene for instruction in literacy and adult basic education. The handbook includes…
Descriptors: Adult Basic Education, Adult Learning, Classroom Techniques, Cognitive Style
Davis, Harry O. – 1992
Conjoint retention and confluency are examined as psychological and pedagogical principles for use in instruction in English as a Second Language (ESL) when maps are used as facilitators. The theory of conjoint retention states that dual encoding occurs when a person hears or reads a narrative while simultaneously viewing a map containing…
Descriptors: Class Activities, Classroom Techniques, English (Second Language), Humanistic Education
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