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|Additional Physical Format:||Print version:
Sprenger, Marilee, 1949-
How to teach so students remember.
Alexandria, Va. : Association for Supervision and Curriculum Development, ©2005
|Material Type:||Document, Internet resource|
|Document Type:||Internet Resource, Computer File|
|All Authors / Contributors:||
|ISBN:||1416602860 9781416602866 9781416602873 1416602879 9781416601524 141660152X 9781416602880 1416602887|
|Description:||1 online resource (vii, 205 pages) : illustrations|
|Contents:||Step 1 : reach. If you can't reach them, you can't teach them --
Step 2 : reflect. Reflection is not a luxury; it is a necessity --
Step 3 : recode. Self-generated material is better recalled --
Step 4 : reinforce. Feedback is vital to learning --
Step 5 : rehearse. To get information into long-term memory, it must be rehearsed --
Step 6 : review. Without review, most information will be lost from memory --
Step 7 : retrieve. Memory retrieval may be dependent on cues --
Stepping out : realization --
Appendix A. brain briefing --
Appendix B. graphic organizers.
When you teach a lesson, do your students remember the information the next day? The next week? Will they retain that information long enough to use it on a high-stakes test and, most importantly, will they retain it well enough to make use of it in their lives beyond school? How to Teach So Students Remember offers seven steps to increase your students capacity to receive information in immediate memory, act on it in working memory, store it in long-term memory, and retrieve and manipulate it in unanticipated situations Xthat is, to use what they ve learned when they need it. Step by step, you will discover how to reach your students and get them to attend to incoming information; how to encourage reflection to better enable students to make connections to prior knowledge; how to help students recode new concepts in their own words to clarify their understanding; how to use feedback to provide a framework for learning and show the brain what's important to remember; how to incorporate rehearsal strategies that provide multiple avenues to stored material; how to structure review processes so students retain information beyond the test; and how to align instruction, review, and assessment to help students more easily retrieve information. We all know that some children come to school with their ability to remember information already firmly established; others are not so fortunate. By consciously teaching for memory, we can remediate some of these differences and help students gain confidence in their abilities. By doing so, we will better equip all students to be successful learners, reliable family members, and informed members of society.