Lower-Order Thinking (Knowledge,
Understanding, Application):
What is working memory? How an we as
teachers use our knowledge of working memory to benefit our students and
influnece our instruction?
Higher-Order Thinking (Analysis,
Evaluation):
The text provides five reasons why students
forget important information. Give a brief description of each and come up with
a ways a teacher could combat these issues to benefit their students.
Lower-Order Thinking
ReplyDeleteWorking memory is the ability to keep information current in your mind for only a short time, while using and making sense of it for the task at hand. Working memory plays a role in our daily lives, making it exceedingly important that we provide opportunities to strengthen our students working memory. Having a strong working memory helps us stay involved in what we are doing for longer and helps us keep the goal of what we are doing in mind. As teachers we can help our students build their working memory by giving multi-step oral instructions, teaching learning strategies and encouraging them to personalize them, encouraging them to set goals, and use self-monitoring.
Higher-Order Thinking
ReplyDeleteFailure to Store or Consolidate Information in Long-term memory: In order for information to reach long-term memory it needs time to "firm-up" in the brain. This is called Consolidation. If this does not occur, a student may forget things very quickly. In order to help prevent this from happening, a teacher could take breaks after an intense lesson and revisit it later. Or, instead of giving TOO much information at one time, slowly introduce concepts and give time in-between before building upon them further.
Decay: Sometimes, information that has been stored in long-term memory doesn't last forever, especially if it is rarely accessed. This process is called decay. Teachers can help with this by frequently having students recall what they are learning and integrate them as much as possible into different subjects.
Inadequate Search of Long-Term Memory: Retrieval difficulties are quite common. In this situation, one will have difficulty retrieving something that is actually in their long term memory. Sometimes, this information is retrieved later after they have had retrieval cues. Teachers can incorporate different learning style into their lessons. For example, when teaching vocabulary, bring in an object if possible to help provide context. If they see it, hear it, and feel it, it may be easier to recall later.
Interference: When you can retrieve something you've learned easily but cannot remember what goes with what. Teachers can help with this by integrating graphic organizers or teaching strategies for students to organize themselves so that they make a visual connection as well.
Reconstruction Error: When you can retrieve parts of information you are seeking but you cannot remember all of it. In these situations, you may fill in the gaps with general knowledge or assumptions.
In the upper grades, a teacher might encourage their students to take notes. That way, if they are having trouble recalling something, rather than making assumptions they have something to review.
I think these were great questions Kegan! The higher-order question really had me stumped a few times when trying to think of ways teachers can help their students remember important information--especially the Reconstruction Error scenario. I think you came up with very effective questions that required a lot of reflection.