SESSION NINE MEMORY

1. SESSION NINEMEMORY

2. Memory • What types of things do you think you will never forget?

3. Memory • Most of the events discussed are relevant to us, • We do not forget certain things like how to get home, how to eat, the names of our family members.

4. MemoryThe science of memory • The scientific understanding to day is that there is not one specific place for our memories. • Our memory system is very complicated and inner connected- • The memory system is very holistic • Memory and retrieval are one and the same, they are interconnected. • A memory is stored on a dormant neuron, when the brain needs it, it is activated

5. MemoryThe science of memory • When enough of the right neurons are fired at the right time, you get retrieval. • When people here certain words like school, Party, football, a thunderstorm of activity is stimulated, hundreds of neural circuits may be activated

6. MemoryThe science of memory • There is not one place that memories live, they are distributed in neurons throughout the cortex • The fact they are spread out protects a person from the effects of brain damage. • A person can lose 20 percent of their cortex and still have a “good Memory”

7. MemoryThe science of memory • Memories are generated from all over the brain, • Memories of sound are stored in the auditory cortex • Memories of names, pronouns are traced to the temporal lobes • Emotional memories are stored in the amygdala • Learned skills in the basal ganglia • Memories related to the precise timing of motor skills are stored • The hippocampus is involved in speaking memory, reading, recall about emotional events

8. MemoryThe science of memory • Looking at the brain in this manner helps explain the idea of an “internal Voice” • Your brain remembers something only once, and after that, it remembers the memory that was created by the brain • The memory can have color, sound , smell, • The recall of the memory, only takes an instant

9. MemoryThe science of memory • As you can imagine, the recall of the memory, can change over time- • Ever remember something and someone remembers it differently, and you are sure they are remembering the same event differently? • Well one or both of your memories have been changed • Green overcoat

10. MemoryThe science of memory • The believe that the brain has an index of sorts, when instructions are given to recreate a memory, messages are sent out to recall the different components from different parts of the brain • A simultaneous message is sent to get the “audio file, the visual fine, the emotional file , the olfactory file etc

11. MemoryThe science of memory • This is often why children have difficult recalling a particular word for a sentence they are constructing • They may be trying to recall classroom, but lost of words are associated with that word, school, a teachers name, desks, books and so on

12. MemoryThe science of memory • The term scientist use to describe where and how these memories are stored is called (LTP) Long Term potentiation

13. MemoryChemically Speaking • One problem with poor memory is the loss of calcium. • Vitamin A can assist in the formation of memories • Adrenaline- acts as a memory fixative and helps lock up memories of traumatic events

14. Memory • As we have seen before, mental states of anxiety, stress and some other emotional states hamper memory, they bind up information- the memory can only be retrieved by returning to the state in which the event was first stored • Learning that occurs un these conditions is called state dependent

15. Memory • Some ways to facilitate the memory of state dependent learning • Facilitate reviews that engage all five senses • Encourage discussions about the learners feelings of new information • Get the learners to incorporate the learning in their personal lives • Use story boards to present ideas • make video tapes of more complex concepts • Use peg words to link numbers or pictures to an idea for ease of recall • Create a redo song with lyrics that represent the new learning

16. Memorypeg words • Pegwords • https://www.youtube.com/watch?v=0FJG5Rle5ZU

17. Memorythe science • Context bounded Memory • Each memory is linked to a moment in time and to that emotional state at that time and the context of the situation • Therefore cramming, which is done in a hyped up state, hyped up on coffee, the brain has a hard time recalling the information unless you are taking a test in the same situation.

18. Memory • Context bounded Memory • Have you ever gotten up and went to another room and then forgotten what you want and then gone back and your remembered? That is a great example of context-bounded Memory. • Role playing is an excellent tool at dealing with context bond memory. Students learn a situation in how it will eventually be used and under a similar environment • War games are and example of this/ fire drills/ mock emergency situations are all a part of this

19. Memory • Glucose • Excessive amounts of glucose or deficient amounts of glucose have a negative effect on learning • Moderate, normal and elevated levels of glucose have found to have and advantageous impact on learning • These levels can be brought on by eating or exercise

20. Memory • Sleep • Cutting sleep by two hours a night may impair your ability to recall during the next day • The more complicated and complex the material is, the more important sleep is • Sleep acts a a means of unlearning and cleaning up your memories much like defragging/ optimizing is done on your computer

21. Memory • Time of day and learning • Adults can recall information learned in the morning better • Young adults can recall and perform better of information learned in the afternoon • May et al, found that when adolescents were allowed to learn at their preferred time of day, their motivation, behavior and scores in math improved • Obviously, we can not allow students to pick when they will learn

22. Memory • Memory

23. Memory Children seem to remember learning when it is associated with field trips, a performance, a guest speaker, a disaster, complex projects, or study in a novel learning environment? Why do you think that is?

24. Memory • Children learn better in these situations, because all of the senses are stimulated and multiple memory pathways in the brain are activated. • There are two main types of memory pathways • Implicit- learning is automatic, reflexive( handshake), procedural ( riding a bike) • Explicit- Learned by an effort, Semantic( learned by words, symbols, videos) Or Episodic ( locations , events , or circumstances

25. Memory • Semantic is learned by reading and studying- • Is usually formed by deliberate or rote memory, it requires rehearsal, it inherently lacks meaning and is independent of context • Ex- who is the author of the textbook we are using? • Episodic is easily updated, and is used by everyone naturally. • What did you have for dinner last night? That is drawing on an episodic memory.

26. Memory • Engaging multiple memories • Much of the learning we expect our students to learn, is explicit and not a natural type of learning • To help with this, you can try to create a more contextual learning • Through real life simulations • Story telling • Filed trips • Visual learning • Cultural celebrations

27. Memory • BEM learning • This is a theory that what is presented at the beginning of a the lesson is most memorable • Then what is presented at the end and finally what is presented in the middle BEM

28. Memory • Memory Storage Ideas • Increase the use of storytelling, visualization, and metaphors in your presentation • Attach a strong to new learning with a purposely designed intense activity • Review or repeat new learning within 10 minutes, then after 48 hours, and again after a week • Attach concrete reminders to new learning, like a token or an artifact • Act out new learning in a skit or a role play • Attach and acrostic to new learning( the first letter of each key word forms a new word) and other mnemonic

29. Memory • Memory Storage Ideas • Depict new learning on a large colorful poster and put it up in the classroom • Asks students to identify patterns and look for connections to prior learning • Personalize the lesson by incorporating students' names, ethnic customs, and real life issues • Ask learners to summarize new learning with a mind map • Give new learning strong context with field trips, guest speakers, and concrete objects to touch and feel • Have students identify, “what is in it for me?” to increase meaningfulness and motivation

30. Memory • Memory Storage Ideas • Start a new learning session with something exotic, then familiar then unusual again • increase accountability with frequent reviews and check-ups • incorporate real life problems and situations to teach about the content as well as process • Facilitate frequent group discussions on new material • Incorporate journal writing and other forms of personal reflection • Provide downtime and frequent short breaks

31. Memory • Often poor memory is due to poor study skills • Get good nutrition • Set goals and develop a purpose • Browse material, learn how to identify key concepts, and build perceptual maps • Develop mind maps that reflect their thoughts, questions, concerns and connections to prior learning • Read with a highlighter in hand and make notes in the margins • Summarize what you have learned, reflect on it, and ask questions • Act on the learning, build models, do projects, give PowerPoint presentations

32. Memory • Pre- exposure • If students have pre-exposure to information, memory is facilitated • Priming is the most notable way to do this, priming can be accomplished sometimes by just asking questions before the material is presented • Torpedo- try to get students to solve a problem when you know they do not have a skill yet needed to do so, very effective in math

33. Memory • Mind Mapping • The cortex has the ability to detect and create patterns of meaning- the brain needs to decipher cues, recognize relationships, and indexing information • Best when done in a non-linear manner • We can never really understand something until we can create a model that is derived from our unique personal world

34. Memory • Mind mapping • https://www.youtube.com/watch?v=4wZ5wV5dPZc

35. Memory • One of the greatest strengths of the cortex is for it to see patterns and relationships. • Jensen- feels that teachers too often break down and present material in a linear format and this bores the child’s mind, • He feels teachers need to use a more Gestalt format • He feels that you never really understand something until you have created your own mental model of it

36. Memory • Mind Mapping Think of how your mind works when you go into a mall you are not familiar with or a town • You first figure out where you RE ( look for you are here) • Then you try and find where you are going and look for path to get there

37. Memory • Posting mind maps in the room helps improve learning • It makes the learning personal and helps the students visualize how it is all connected and helps them conceptualize ideas • Mind maps are great at introducing lessons or pre-exposure/ you can post them and not explain them weeks ahead of time and allow them to try and put it together

38. Memory • Five Stages of optimal learning • Preparation • Acquisition • Elaboration • Memory formation • Functional integration

39. Memory • Five Stages of optimal learning • Preparation • Provide a framework for the new learning, prime the learner brain with possible connections • Provide background, the more background that learners have, the faster they will absorb the subject

40. Memory • Five Stages of optimal learning • Acquisition • Can be achieved through direct means or indirect means • Direct means Is a handout • Indirect is putting up related visual • Both approaches work and can be used together and compliment each other

41. Memory • Five Stages of optimal learning • Elaboration • Explores the interconnectedness of topics and Encourages depth of understanding • Memory formation- • Cements the learning so what was learned will be retrievable at another time • Functional integration • Reminds us to use the new learning so that it is further reinforced and expanded upon ( homework)

42. Memory • Acquisition- the neurological definition is the formation of new synapse connections- • When information or experiences are mundane these connections remain unchanged, when the experience is unique and novel, the connections are strengthened • Do not confuse ha ha with ah ha, insight is not learning • A Chinese proverb says, learning is not a singular event, but using it over time • Fly tying homework and not doing it

43. Memory • Elaboration • An enormous gap exist between a teacher explains and what a learner understands • Teachers need to sue implicit and explicit methods to close that gap ( examples are next) • Once a learners is lost, the mind shuts off or stress out

44. Memory Explicit elaboration Implicit Elaboration Simulations Theater projects Field trips Role playing Complex modeling Role modeling Life experiences • Discussion • Reading • Listening • worksheets • lectures • Spelling • Math facts • Q & A

45. Memory • Memory Formation even after doing much of the preparation, acquisition and elaboration, the memory is not quite formed to stand the test of time • Other factors such as emotional state, rest, stage of development, nutrition all play a role in this

46. Memory – once we believed that our brains could fill up with information, • However, we now know that our brains grow with the more we learn • A brain of a musician that continues to play his entire life, continues to grow • The brain needs to consider the information important enough to commit to long term memory

47. Memory