Have Students Turn A Math Problem Into A Word Problem How to Build a Strong and Effective Memory

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How to Build a Strong and Effective Memory

The following techniques are offered to help students create a more effective and strong memory. This list is by no means exhaustive, but it’s somewhat of a starting point.

1. Put the secret aside. The primary and perhaps most important strategy is to ensure that all students realize how memory works and differentiate their special profiles of memory strengths and challenges. Then, students should be taught memory management techniques.

2. Present indications of different types. Students benefit from receiving instruction in both visual and verbal formats. In addition, their perception and memorization of instructions can be tested by encouraging them to invent the given directions and articulate the meaning of these directions. Examples of what to do are also often beneficial in improving recall of directions.

3. Educate students to overlearn the material. Students should be taught the need for “trial and error” of raw information. Often they barely practice until they are able to perform a single repetition of the information without error. However, a few error-free repetitions are vital to consolidate the information.

4. Educate students to use visual imagery and more memory strategies. Another memory scheme that uses a signal is called word substitution. The alternative word method can be used for ideas that are difficult to imagine, for example the word “occipital”. These words can be turned into normal sounding words that can be represented. The word occipital can be translated into “showroom” as it sounds like showroom. The student could then make a visual image of walking into an art museum and seeing a large painting of a brain with large eyes (the occipital is the area of ​​the brain that controls vision). With this method, the vocabulary word that the student is trying to remember actually becomes the optical image clue that then indicates the meaning of the word.

5. Distribute handouts prepared by the teacher before classes. Class lectures and the set of unwritten instructions should be reinforced with handouts prepared by the teacher. Handouts for class lectures could possibly consist of a short draft or a partially completed vivid organizer that the student would accomplish throughout the lecture. Having these ideas allows students to explain the salient facts that are given during the lessons and to properly outline the ideas in their notes. Both activities also improve memory for ideas. Using Post-It notes to jot down notes is helpful for remembering directions.

6. Teach students to be active readers. To improve short-term memory and/or working memory while reading, students should underline, highlight, or make marginal notes when reading books. They could then go back and read what is underlined, highlighted or written in the margin. To consolidate this information in long-term memory, they can make outlines or use graphic organizers. Research has shown that using pictorial organizers increases the academic performance of all students.

7. Write steps in math problems. Students who have a weakness in working memory should not rely on mental calculations to solve math problems. For example, if they are doing long division problems, they should write down each step, including carrying numbers. When solving word problems, they should always have a piece of paper available and write down the steps of their calculations. This will make it easier for them not to lose their place and forget what they are doing.

8. Present the recovery practice for the students. Research has shown that long-term memory is improved when students engage in retrieval practice. Taking an exam is retrieval practice, that is, the act of recalling data that has been studied from long-term memory. Therefore, it can be very helpful for students to take practice tests. When teachers review facts before tests and exams, they can ask students questions or have students construct questions for everyone to answer rather than simply retelling to students the information to be learned. Also, if students are required or encouraged to develop their own tests and take them, it will give their parents and teachers insight into whether they understand the most important information or if they are focusing on details that are less important. critics

9. Help students develop clues when storing data. According to memory research, data is easier to retrieve whenever it is stored using a track, and that track should be present at the instance in which the data is being retrieved. For example, the acronym HOMES could be used to correspond to the names of the Great Lakes Huron, Ontario, Michigan, Erie, and Superior. The acronym is a clue that is used if the information is being learned, and remembering the clue when taking a test will help the student recall the information.

10. Prepare the memory prior to the teaching and learning activities. The clues that the students develop for the activity to be presented are useful. This is often called memory priming. For example, whenever a reading comprehension task is given, students get a picture of what is likely by discussing the vocabulary and general topic ahead of time. This will allow them to focus on the salient data and continue with more in-depth processing. Advance organizers also help with this intent. For older students, cliff notes or other similar study guides for pieces of literature are very useful aids to memory preparation.

11. Use post-its. Using Post-Its to jot down facts can be helpful for students who have short-term memory or working memory problems.

12. Activate foreknowledge. To increase the likelihood that students will elaborate on new input information, teachers must activate their prior perception and induce fresh information meaningful to them. A simple way to accomplish this task is to ask yourself, what do you know, what do you want to know.

13. Give extended time. If students have difficulty with the rate of retrieval of information from memory, the time for testing should be extended so that an honest picture of what they know can be obtained.

14. Apply multisensory methods. Although learners, both young and old, feel something through multiple senses, they are practically more likely to remember it. Use a multi-sensory way by engaging the different senses possible to smell, teach, hear, taste, touch and sight.

15. Review the material before going to sleep. Students are required to review the data just before going to bed at night. Research has shown that ideas studied this technique are remembered better. Any other tasks that are done after revising and before bed.

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