HOW DO WE REMEMBER?
PSYCHOLOGY OF REMEMBERING/LEARNING.
Why assessment tasks?
We use tasks to reflect on your knowledge and skill level from the learning you have gained from particular units of focus (eg Growing up or Film as Text: Shawshank Redemption).
We often use different skills and task types to give everyone a fair go.
How much do you learn in a single day? We all learn in very different ways: written, visual, performance, practical and oral
(communication). We all learn in different ways but do we know how we learn? What is easy to do and what is difficult?
The big ‘3’ :
How do I improve?
How did I get to this point?
What will happen in the future?
Answer the following questions:
How do I study?
How much do I prepare?
What subjects am I good at?
What subjects do I struggle with or are not interested?
What did a teacher do that inspired me or caught my attention?
What are my goals or expectations?The following are real examples of how students deal with tasks and their results:
Avoidance (fight or flight) – some people will give up before they start (doing something else, putting it off, tv, what ever) either because they are not ready to give it a go or look at a negative experience in the past.
They rewrite just the work from class
They only do notes on the easy stuff they know and avoid the unknown or harder concepts. PAST BEHAVIOR IS A PREDICTOR OF FUTURE BEHAVIOR BUT WE CAN CHANGE THIS!!!
No change = same result.
Same result = a pattern.
A pattern = a predictor for future behavior.
An attempt to ask why and where to improve (feedback) = a different step.
A series of different steps (applying, practicing, changing) = a new approach and insight.
A new approach practiced is a pattern when repeated = a predictor for future behavior. HOW DO WE LEARN?
When we read a page or a concept for the first time we do not retain all the knowledge.
We have to go back and work on it.
We have to revise and practice.
Why assessment tasks?
We use tasks to reflect on your knowledge and skill level from the learning you have gained from particular units of focus (eg Growing up or Film as Text: Shawshank Redemption).
We often use different skills and task types to give everyone a fair go.
How much do you learn in a single day? We all learn in very different ways: written, visual, performance, practical and oral
(communication). We all learn in different ways but do we know how we learn? What is easy to do and what is difficult?
The big ‘3’ :
How do I improve?
How did I get to this point?
What will happen in the future?
Answer the following questions:
How do I study?
How much do I prepare?
What subjects am I good at?
What subjects do I struggle with or are not interested?
What did a teacher do that inspired me or caught my attention?
What are my goals or expectations?The following are real examples of how students deal with tasks and their results:
Avoidance (fight or flight) – some people will give up before they start (doing something else, putting it off, tv, what ever) either because they are not ready to give it a go or look at a negative experience in the past.
They rewrite just the work from class
They only do notes on the easy stuff they know and avoid the unknown or harder concepts. PAST BEHAVIOR IS A PREDICTOR OF FUTURE BEHAVIOR BUT WE CAN CHANGE THIS!!!
No change = same result.
Same result = a pattern.
A pattern = a predictor for future behavior.
An attempt to ask why and where to improve (feedback) = a different step.
A series of different steps (applying, practicing, changing) = a new approach and insight.
A new approach practiced is a pattern when repeated = a predictor for future behavior. HOW DO WE LEARN?
When we read a page or a concept for the first time we do not retain all the knowledge.
We have to go back and work on it.
We have to revise and practice.
There are three stages immediate, short term and long term.
Immediate – Any where between a few minutes to a day or two.
Short term – days to weeks.
Long term – recall between weeks, months, even years.
To practice this we need to strengthen these links.
How much do you think you remember from one lesson that day?
What do you think happens to it?
What happens over a week?
What do you think happens to it?
What happens over a week?
The only way to stop this is to practice and revise.
Writing and summary planning (such as mind maps) are effective strategies.
If we write something once – 49-50% chance of remembering it (about a day in length)
Twice – 65%
Three- 70%
Three or more – long term memory recall.
This needs to be ONGOING (DAILY/WEEKLY) about an hour (together or separated).
The human mind can only hold so much new data if it does not have certain links or values we revise
Eg 8 digit numbers are the maximum or
6-8 key words.
Key concepts, themes or techniques need to be revised and refreshed to move into the short term and later long term memory before they can be put to any good use.
What are the outcomes if you do not practice?
Once is too little – immediate short term and gone.
We need time and effort
Drafting, editing, writing the key concept and detailed final copies after being checked.
Help is not a weakness. IT IS A STRENGTH. You need someone to guide you if you are lost. HOW DO WE COMPARE?
Doing only the work in class time.
Not completing a draft and winging it.
Not using the STEEL or PETAL structure or planning papers.
Not having a draft to be reviewed.
Not making appointments or asking for advice.
Poor use of grammar/missing techniques to show how the theme is expressed and its effect.
Recounting the plot and not using techniques to show how the themes are shown to make the audience think or feel a certain way.
Writing the draft out once and leaving it.
Starting less than a day before (pressure, stress, immediate RECALL all lost because it is in the wrong section of our memory).
WHAT WE NEED TO DO
Plan – A week to two.
Less than 5 day a checked and approved final draft is complete.
Practice writing it out 4-3 days word for word.
3-2 – now summaries to topic sentences, technique, example, explanation, link.
REMEMBER
Writing and summary planning (such as mind maps) are effective strategies.
If we write something once – 49-50% chance of remembering it (about a day in length)
Twice – 65%
Three- 70%
Three or more – long term memory recall.
This needs to be ONGOING (DAILY/WEEKLY) about an hour (together or separated).
The human mind can only hold so much new data if it does not have certain links or values we revise
Eg 8 digit numbers are the maximum or
6-8 key words.
Key concepts, themes or techniques need to be revised and refreshed to move into the short term and later long term memory before they can be put to any good use.
What are the outcomes if you do not practice?
Once is too little – immediate short term and gone.
We need time and effort
Drafting, editing, writing the key concept and detailed final copies after being checked.
Help is not a weakness. IT IS A STRENGTH. You need someone to guide you if you are lost. HOW DO WE COMPARE?
Doing only the work in class time.
Not completing a draft and winging it.
Not using the STEEL or PETAL structure or planning papers.
Not having a draft to be reviewed.
Not making appointments or asking for advice.
Poor use of grammar/missing techniques to show how the theme is expressed and its effect.
Recounting the plot and not using techniques to show how the themes are shown to make the audience think or feel a certain way.
Writing the draft out once and leaving it.
Starting less than a day before (pressure, stress, immediate RECALL all lost because it is in the wrong section of our memory).
WHAT WE NEED TO DO
Plan – A week to two.
Less than 5 day a checked and approved final draft is complete.
Practice writing it out 4-3 days word for word.
3-2 – now summaries to topic sentences, technique, example, explanation, link.
REMEMBER