Learning and Memory The Brain in Action

1. Learning and MemoryThe Brain in Action EDU 534 The Holistic Curriculum: Teaching to Both Sides of the Brain SCIS China November 22, 2009

2. Group Members: Jie Chen Connie Larson Dongli Zhao Jie Zhou

3. Memory Lanes and Learning • The only evidence we have of learning is memory • The brain has at least five memory path lanes • These memory lanes are used to access and store information for long-term memory

4. Episodic Memory Lane • Episodic memory deals with locations and accessing the episodic memory is easier. • It is also called contextual or spatial memory. • We remember some information because it is related to a location.

5. Procedural Memory Lane • Stores memories about what the body does (sensory, bodily-kinesthetic): motor learning • Often called muscle memory • Remembering ‘how’ to do something • Sequences that are consistently repeated are stored in procedural memory • Allows the brain to do more than one thing at a time

6. Automatic Memory Lane • Any learning that has become automatic may be stored in this memory lane e.g. reciting the alphabet, decoding skills, multiplication skills but not comprehension • It is sometimes called conditioned response memory. • If you practiced learning information using flash cards, that material is stored in your automatic memory.

7. Emotional Memory Lane • Emotional memory is the most powerful kind of memory. • Emotional memory takes precedence over any other kind of memory • If your emotional memory takes over, you may lose all logic. • Other memory lanes shut down if a strong negative emotion, like fear or anxiety, is present

8. Semantic Memory Lanes • Information learned from words; these words may be oral or written • Knowledge of facts and data: lists, dates, names, places, etc. • Semantic memory must be stimulated by associations, comparisons, and similarities

9. Memory Lanes and Learning Episodic Semantic Emotional Memory Pathways Automatic Procedural

10. Episodic Memory Strategies • Change location, emotions, movement: changing the arrangement of the classroom before each unit will help make the information unique (Students who learn information in one room and are tested in another room have more difficulty than those taking the test in the original room.) • Bulletin boards may be the easiest way to begin to create episodic memories • Connect learning to a field trip or simulation • Follow lesson with: a journal, project, peer teaching

11. Automatic Memory Strategies • Sometimes called conditioned response memory • Any learning that has become automatic may be stored in this memory lane e.g. decoding skills, multiplication skills, the alphabet, but not comprehension • Certain stimuli automatically triggers memory such as a song.

12. Procedural Learning Strategies • Set up procedures in the classroom • Repetition of procedures is necessary • Anything that involves movement: role-playing, debate, marches, monologues and games

13. Engaging Emotions Strategies • Use celebrations (high fives, food, music, laughter) • Use controversy (debate, dialogue, play devil’s advocate) • Use physical rituals (chants, cheers, clapping patterns, movements) • Do shared work (partners, think/pair/share, drama) • Use movement (improvisation, dance, quiz show games, rap) • Engage emotions through teacher’s own enthusiasm

14. Semantic Memory Strategies • Teach through rhymes, visualization • Graphic organizers • Questioning Strategies: game shows (Are You Smarter Than a Fifth Grader, Jeopardy) • Mnemonic Devices

15. The most powerful long-lasting learning takes place in multiple memory lanes