Understanding

“What” and

“How” Students

Remember

Connection Cognition to Effective

Instruction

Who am I?

Autumn Brueckmann

In 7th year of education

Pursuing doctoral degree at Southeastern

University

Who are you?

What do students

remember?

The key to creating neural

networks about critical

content

Two Keys

Make Sense

Have Meaning

6

You have 7 seconds to memorize as many letters as you can

(You may not write it down!)

•Ajklm topuz zyeras quertv

ioprajk wtr

Now, try to remember

these letters in 7 seconds

The Lord is my Shepherd,

I shall not want.

Example

Playing cards and

probability

Geometry in Las Vegas

It is important

Answers the question:

“Why do we need to

know?”

Fits in with prior

knowledge

Fits into neurological

networks

10

Making Sense Having

Meaning

What is the difference between making sense and having meaning?

Student construct knowledge

Sensory Register

Immediate Memory

Working Memory

Long Term Storage

Forgetting Forgetting Forgetting

Encoding

Retrieving

5 Senses

“The horse can’t possibly drink if you don’t at least lead him to the

water” (Ormrod, 2018, p. 191)

13

• Rote Rehearsal

• Simple Repetition

• Cumulative Repetition

• Elaborative Rehearsal

• Paraphrasing/Summarizing

• Elaborating

• Note Taking

• Predicting

• Making Questions

• Imaging

Rehearsal

•Leave Space

15

Summarize

What’s the big idea?

16

Elaborating

Facilitates connection to prior

knowledge

Note taking

18

Predicting

What could I ask you on your test?

Other contexts:

Predict lab result

Predict problems answer

Predict ending of story

19

Making Questions

Questioning the text

20

Imaging

Create a visual

21

Pick one of the six strategies and think of a lesson

where you can apply it to increase retention

• Paraphrasing/Summarizing

• Elaborating

• Note Taking

• Predicting

• Making Questions

• Imaging

Application

Sensory Register

Immediate Memory

Working Memory

Long Term Storage

Forgetting Forgetting Forgetting

Encoding

Retrieving

5 Senses

How do students remember?

23

Practice

Proper Motivation

Prerequisite Skills

Understood Application

Analytical Ability

24

• Get students interested

• Hold students accountable

• Give students feedback

Increasing Processing Time Through Motivation

“Every time we recall information from long term

storage into working memory, we relearn it” (Sousa, 2017, p. 144)

- Create active participation

- State question and wait

- Give clear and specific

instructions

- Randomize students you ask

26

Wait Time

• More student recall

• Increases neural

connections

• Increases accountability

• Strengthens neural

connections

27

• Try to think of one specific take away

What can we do to help students remember?

28

Supplementary Content Resources:Curriculum, D. (2014, August 29). The primacy/recency effect. Retrieved August 17, 2019, from Dataworks Educational Research

website: https://dataworks-ed.com/blog/2014/08/the-primacyrecency-effect/

How to be more interesting: 5 steps you can take today. (2019, February 8). Retrieved August 17, 2019, from Science of People

website: https://www.scienceofpeople.com/interesting/

Summarizing—Google search. (n.d.). Retrieved August 17, 2019, from

https://www.google.com/search?source=hp&ei=RDZXXZOgOajn_Qa9uJPwCg&q=Summarizing&oq=Summarizing

Paraphrasing text: Skim and copy no more. (2013, July 19). Retrieved August 17, 2019, from The Joy of Teaching website:

https://thejoyofteachingblog.wordpress.com/diy-3/paraphrasing-text-skim-and-copy-no-more/

Content Resources:Sousa, D. A. (2017). How the brain learns (Fifth edition). Thousand Oaks, California: Corwin, a Sage Publishing Company.

Ormrod, J. E. (2018). Human learning (Eighth Edition). Boston: Pearson.

THANK YOU

Autumn Brueckmann

brueckmanna@fcalions.org

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