marilee sprenger 9:45 – 10:45 december 8, 2005successful memory raises achievement successful...

December 8, 2005 Successful Memory Raises Achievement

Marilee Sprenger 9:45 – 10:45

Successful

Memory

Raises

Achievement

Marilee Sprenger



SEMANTIC PROCEDURALEPISODIC EMOTIONALCONDITIONED

RESPONSE

EXPLICIT MEMORY IMPLICIT MEMORY



Information from the environment goes into a sensory register where it lasts for

Can I make connections?

If so...

S E N S O R Y

I N F O R M A T I O N

ImmediateMemory

Working Memory

Long-termSensory Buffers



AGE 3 AGE 5 AGE 7 AGE 9 AGE 11 AGE 13 AGE 15

MEMORY MEMORY MEMORY MEMORY MEMORY MEMORY MEMORY

MEMORY MEMORY MEMORY MEMORY MEMORY MEMORY

MEMORY MEMORY MEMORY MEMORY MEMORY

MEMORY MEMORY MEMORY MEMORY

MEMORY MEMORY MEMORY

MEMORY MEMORY

MEMORY

SHORT TERM/CONSCIOUS/IMMEDIATE MEMORY



Sensory Sensory

Immediate

Immediate

Working

& Emotional

Working

Long-term

Long-term

Working

Long-term

Long-term

Working

&

Emotional

Reach Reflect Recode/Reinforce Rehearse Review Retrieve



Category Percentile Gain

Identifying Similarities and Differences 45

Summarizing and Note taking 34

Reinforcing Effort and Providing Recognition 29

Homework and Practice 28

Nonlinguistic Representations 27

Cooperative Learning 27

Setting Objectives and Providing Feedback 23

Generating and Testing Hypotheses 23

Questions, Cues, and Advance Organizers 22

Instructional Strategies that Affect Achievement



REMEMBERING : Recognize, list, describe, identify, retrieve, name…

Can the student RECALL information?

UNDERSTANDING: Interpret, exemplify, summarize, infer, paraphrase …

Can the student EXPLAIN ideas or concepts?

APPLYING: Implement, carry out, use …

Can the student USE the new knowledge in another familiar situation?

ANALYZING: Compare, attribute, organize, deconstruct …

Can the student DIFFERENTIATE between constituent parts?

EVALUATING: Check, critique, judge hypothesize …

Can the student JUSTIFY a decision or course of action?

CREATING: Design, construct, plan, produce …

Can the student GENERATE new products, ideas or ways of viewing things ?

The New Bloom



Retrieve

Review

Rehearse

Reflect

Recode

Reach

Reinforce



Reach: Getting into Sensory Memory

If you can’t reach them, you can’t teach them.

Attention

Motivation

Emotion

Meaning

Relationships

Novelty

Advance Organizers

Relevancy



Reflect: Thinking about Learning

Reflection is not a luxury; it is a necessity.

Wait time

Seven Habits of Highly Reflective Classrooms:

1. Question

2. Visualize

3. Journal

4. Thinking Directives

5. PMI

6. Collaborate

7. Four Corners



Recode: Making it Their OwnSelf-generated material is better recalled

Interpret

Exemplify

Classify

Summarize

Infer

Compare

Explain

Non-linguistics



Reinforce

Feedback is vital to learning.

Motivational Feedback

Informational Feedback

Developmental Feedback

Extinction

Socratic Questioning



Rehearse: Practice makes Perfect

We remember better the more fully we process

new subject matter Rote

Elaborative

Sleep

Spacing

Homework and Practice

Multiple Pathways

Multiple Episodes



Review: Preparing for the Test Whereas rehearsal puts information in long-term memory, review

presents the opportunity to retrieve that information and manipulate it in working memory. The products of the manipulation can then be returned to long-term memory.

1. Match the review to instruction and assessment.

2. Check for accuracy of the memory.

3. Give students the conditions to use higher level thinking skills to analyze, evaluate, and possibility create alternative ways to use the knowledge.

4. Strengthen the existing networks.

5. For high stakes testing, practice similar questions under similar conditions.

6. Eliminate cramming.



Review Schedules

Old Method

Initial Instruction Assessment

Greater Memory Method

Initial Instruction Assessment

= Review

Review Schedules. Cramming reviews in right before the test doesn’t give the brain time to build long-term memory. Spacing reviews throughout the learning and increasing the time between them gradually allows long-term networks to be strengthened. Adapted from Jeb Schenck (2000)



Retrieve: Access and TransferRetrieval is most successful when the context

and the cues that were present when the material was first learned are the same as the

context and the cues that are present later when making an attempt to recall.

Type of assessment

Specific cues

Recognition techniques

Recall

Stress



Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (Eds.). (2001). A taxonomy for learning,

teaching, and assessing. New York: Longman.

Bourtchouladze, R.(2002). Memories are made of this. London: Columbia University Press.

DeFina, P. (2003), The neurobiology of memory: Understand, apply, and assess student memory. Speaker: Learning and the Brain Conference.

Cambridge, MA.

Dewey, J. (1997). How we think. New York: Dover Publishers.

Eichenbaum, H. (2003). Speaker. The neurobiology of learning and memory.Learning and the Brain Conference. Cambridge, MA

Marzano, R., Pickering, D., and Pollack, J. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

NWREL. (2002). Research you can use to improve results. originally prepared by Kathleen Cotton, Northwest Regional Educational Laboratory (NWREL), Portland, OR, and published by the Association for Supervision and Curriculum Development (ASCD) in 1999.

Sprenger, Marilee. (1999). Learning and Memory, The Brain in Action. Alexandria, VA: ASCD.

Sprenger, Marilee. (2005). How to teach so students remember. Alexandria, VA: ASCD.

Squire, L. and E. Kandel. (1999). Memory, From Mind to Molecules. New York: Scientific American Library.



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marilee sprenger 9:45 – 10:45 december 8, 2005successful memory raises achievement successful...

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