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Andraya Peterson

MEd 6060/ February 1 , 2 0 1 1

Class Presentation 'K -

" out

Mnemonic Devices s ^

• Are organized learning strategies designed to enhance learning and recall of in format ion sn.?sv>

• Make elements of abstract in format ion more fami l iar and encourage students to form meaningful associations to

these famil iar elements (Wang)• Help reduce the amount of in format ion one must hold in short -term memory , , .

• Reduce the short-term memory load enabling learners to quickly and eff iciently transfer in format ion to long-term

memory

Benefits

• Mnemonic devices benefit various types of study materials (e.g. vocabulary learning, science facts, state capitals,

botany concepts) and learners of dif fer ing ages and abilit ies (e.g. children, adults, students wi th learning disabilit ies,

students wit h emotional disabilit ies, and students wi th giftedness)

Types of Mnemonic Devices

• Keyword technique

o Key in on a sound that students can associate with a famil iar and concrete English word (pato=pot)

o Form a vivid interactive image that combines pot and duck; form an image of a duck wi th a pot on its head

o Later when asked to recall the meaning of pato, the keyword pot is readily retrieved along with the

interactive image

o The keyword is more reliable in proportion to how closely it resembles (in physical appearance) the word to

be learned (Wang) .it;

o Gato/ gate (Levin, 2003)

o Levin (1993) Vocabulary building (accolades & Kool-aid)

r * - \ - i . , - ~ •> i ^ - - r V - ^ - . ' - - i \ ^

[ W e^ r i > i a e our qlnaae» of KOOL MP i n your honorQ

' [You deserve + V i M . e ACCOLADES fbP)

CWe rn ise

1 . 5 t 4 ^

ACCOLADES (KOOL MO) pra ls. fcr sotnefhin,, done we ll

o Three R's ' ' ' ' ; / ' ' ' ~ '

• Recode, Relate, Retrieve

• Rhymes and Jingles

• First letter or acronym mnemonics (FACE:spaced notes on the treble clef; Every Good Boy Does Fine: lined

notes on the treble clef)

• Acrostic mnemonics: Please Excuse My Dear Aunt Sally ~ . , :

• Loci (low-sigh) & pegword support recall of ordered in format ion, such as lists of items ' • ' ' ' * '

• Loci method:

o 1) Generate visual images of and memorize a set of well-known location that form a natural series

o 2) Generate images of the items to be learned and place them in a second location

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o 3) Mentally walk through each locat ion, retrieve each image from where i t was placed, and decode i t

in to a writ ten or spoken message ^ , . 3 /

• Pegword technique: one is a bun, two is a shoe, three is a tree...

• Pegword technique allows learners to organize and make concrete new material based on a well-learned

rhyming verse - ,

• Rhyming Peg Mnemonic: Rule, A.C. (2003). The rhyming peg mnemonic device applied to learning the Mohs scale of ^

hardness.Journal ofGeoscience Education ,(51)5,465-473.

. Acronyms can help students learn procedures s,.?..n - i oi.n iu.d;.:u^i~. 0 ^ .

• How to help students prepare for rehearsal time i . - ^ ^ j ^ i - 5 B b f t i e - i . , . ,

o S: assemble music Stand ^ " " ' ^ ' ' ^ ^ - S ' - ' - " " ' m, , : , u , ^ ; i i 5 : > . i o - . J s r . ^

o M: organize sheet Music ^^b^'^ V^ i' ^ < ^ - ^ i - . t > : * l i m ; d = r a - o £ o ! v ^ O f n ^ m . ^ .

o I: assemble or warm-up Instrument M i i » * j f c i 3

o L: Listen for further instructions ? } s h i r i .

o E: Engage in musical experience when teacher gives the cue (de I'Etoi le) ^ ' - ^ - . > J - ^ i - ' ^ ^ ^ ^ - ^ ^ ^ i iuu .i 'irsT-': 4

ClassroomTips - ' ''--^

• Mnemonic devices are most effective when teachers take time to carefully teach the process -

o First, demonstrate each step and explain its purpose s^^j,,, . « ,^ti«r:M m s^^fi

o Next, guide students through the steps, providing multiple opportunities for students to practice each

step

o Finally, provide feedback on student performance; students wil l learn how to evaluate their own work

and should eventually be able to automat ically complete the new procedure (de I'Etoile)

• For children, especially young children, mnemonic techniques must be structured, externalized, and explicitly

modeled to a far greater extent than they do for older learners

• Young learners require more examples and mnemonic illustrations ' ' ' " " '

• An older child might be able to prof it f rom a verbally described mnemonic technique and accompanying

example, or be able to develop his/ her own mnemonic connection wi th continued instructor support

• Older children benefit from instructor-provided mnemonic illustrations when the material becomes too complex

and challenging for them to "mnemonize" on thei r own (Levin, 2003)

References s 4 , ; %

Bellezza, F.S. (1981). Mnemonic devices: Classification, characteristics, and criteria, ffeweivo/

Educational Research, (51)2, 247-275.

de I'Etoile, S.K. (2005). Teaching music to special learners: Children w i t h disruptive behavior disorders.

Music EducatorsJournal, 91(5), 37 -43 .

Goll, P.S. (2004). Mnemonic strategies: Creating schemata for learning enhancement. Education, (125)2,

306-312.

Levin, J. (1993). Mnemonic strategies and classroom learning: A twenty-year report card. The

Elementary School Journal, (94)2,235-244.

Levin, J. (2003). An interview wi th Joel R.Levin. Educational Psychology Review, (15)3, 297 -309 .

Marks, S.U., Shaw-Hegwer, J., Schrader, C, Longaker,T., Peters, I., Powers, P., et a l . (2003) . Instructional ,.5 j ' j K tw f t K

Management tips for teachers of students with autism spectrum disorder (ASD), Teaching

Exceptional Children, (35)4, 50 -55 .

Rule, A.C. (2003). The rhyming peg mnemonic device applied to learning the Mohs scale of hardness.

Journal of Geoscience Education ,(51)5,465-473. ;;3r* i<trnarati jfi<»o rs/

Wang, A. & Thomas, M. (1996). Mnemonic Instruct ion and the gifted chi ld. Roeper Review, J9(2),104-

1 0 6 . . .