Transcript Toolkits. Review.

Supporting knowledge
retention over time
Abbie Winters, Martin Peacock
& Andrew Stidever
These sessions will provide you with a range of tools to
support students’ retention of key facts, definitions,
concepts and ideas. Inspired by growing evidence from
the fields of cognitive psychology and neuroscience, these
tools have been tried and tested in Sandringham
classrooms in a range of subjects. Abbie, Martin and
Andrew will not only be able to offer their insights but
support you to develop approaches tailored to your
subject and learner needs.
1
Sessions Overview
Session 1- Increasing student recall
An introduction to aspects of memory
Theories of memory
Putting the theory into practice
Developing ideas for your classroom
Session 2- Memorable teaching
Sharing your work
The dangers of brain science
Improving recall through active learning
Evaluating the quality of learning in your teaching
2
An introduction to aspects of memory
3
You need paper and pens.
You will now see a series of slides with numbers on each
slide. The first slide will have three random numbers on it.
The next four and so on. Do not write down the number
until told to do so. Try to remember the numbers in the
same sequence as given. Ready?
4
856
5
Go
6
8361
7
Go
8
92533
9
Go
10
954123
11
Go
12
3114671
13
Go
14
97424189
15
Go
16
791226483
17
Go
18
8742557902
19
Go
20
99601241361
21
Go
22
670143124779
23
Go
24
End
25
Find the average.
What do we learn about the capacity
of short term memory?
How might you use this evidence to
support your teaching?
26
Bartlett's "War of the Ghosts"
•
•
•
•
•
•
•
•
•
•
One night two young men from Egulac went down to the river to hunt seals and while they were there it
became foggy and calm. Then they heard war-cries, and they thought: "Maybe this is a war-party". They
escaped to the shore, and hid behind a log. Now canoes came up, and they heard the noise of paddles,
and saw one canoe coming up to them. There were five men in the canoe, and they said:
"What do you think? We wish to take you along. We are going up the river to make war on the people."
One of the young men said, "I have no arrows."
"Arrows are in the canoe," they said.
"I will not go along. I might be killed. My relatives do not know where I have gone. But you," he said,
turning to the other, "may go with them."
So one of the young men went, but the other returned home.
And the warriors went on up the river to a town on the other side of Kalama. The people came down to
the water and they began to fight, and many were killed. But presently the young man heard one of the
warriors say, "Quick, let us go home: that Indian has been hit." Now he thought: "Oh, they are ghosts."
He did not feel sick, but they said he had been shot.
So the canoes went back to Egulac and the young man went ashore to his house and made a fire. And he
told everybody and said: "Behold I accompanied the ghosts, and we went to fight. Many of our fellows
were killed, and many of those who attacked us were killed. They said I was hit, and I did not feel sick."
He told it all, and then he became quiet. When the sun rose he fell down. Something black came out of
his mouth. His face became contorted. The people jumped up and cried.
He was dead.
27
How might you use this evidence to support your
teaching?
28
Can anyone recall a sequence of numbers used
earlier for the digit span study, other than the first
3 digit sequence?
Why have we forgotten? What implications does
this have for your teaching?
29
Forgetting curves.
30
Working memory and long-term memory.
‘I define thinking as combining information in new ways. The
information can come from long term-memory or from the
environment’.
‘Thinking well requires knowing facts. The very processes that
teachers care most about-critical thinking processes such as
reasoning and problem solving-are intimately intertwined with
factual knowledge that is stored in long-term memory’.
‘Critical thinking processes are tied to background knowledge.
The conclusion from this work in cognitive science is
straightforward; we must ensure that students acquire
background knowledge parallel with practicing critical thinking
skills’.
D. Willingham, ‘Why don’t students like
school’.
(2009), pg. 28).
31
Joseph Allen
32
Attention.
The limits of consciousness.
‘If it were possible to expand indefinitely what consciousness is able to
encompass, one of the most fundamental dreams of humankind would come
true. It would be almost as good as being immortal or omnipotent-in short,
godlike. We could think everything, feel everything, do everything, scan
through so much information that we could fill up every fraction of a second
with a rich tapestry of experiences. In the space of a lifetime we could go
through a million, or-why not?-through an infinite number of lives.
Unfortunately, the nervous system has definite limits on how much
information it can process at any given time. There are just so many ‘events’
that can appear in consciousness and be recognised and handled appropriately
before they begin to crowd each other out. Walking across a room while
chewing gum at the same time is not too difficult, even though some statesmen
have been alleged to be unable to do it; but in fact, there is not that much more
that can be done concurrently. Thoughts have to follow each other, or they get
jumbled. While we are thinking about a problem we cannot truly experience
happiness or sadness. We cannot run, sing, and balance the cheque book
simultaneously, because each of these activities exhausts most of our capacity
for attention’.
M. Csikszentmihalyi, Flow (2002, pg. 28)
33
Paper, pens or any artificial aids should not be used to solve this problem. There are three pegs of
decreasing size on the leftmost peg. The goal is to move all three rings from the leftmost peg to the
rightmost peg. There are just two rules about how you can move rings: you can move only one ring
at a time, and you can’t place a larger ring on top of a smaller ring. Welcome to your ‘working
memory!’
34
There are three pegs of decreasing size on the leftmost peg. The goal is to move all three rings
from the leftmost peg to the rightmost peg. There are just two rules about how you can move
rings: you can move only one ring at a time, and you can’t place a larger ring on top of a smaller
ring. Welcome to your ‘working memory!’
Within working memory you must maintain
your current state in the puzzle-where the
discs are-and imagine and evaluate
potential moves. At the same time you have
to remember the rules regarding which
moves are legal. Your memory for the
moment is certainly ‘working’.
35
There are three pegs of decreasing size on the leftmost peg. The goal is to move all three rings
from the leftmost peg to the rightmost peg. There are just two rules about how you can move
rings: you can move only one ring at a time, and you can’t place a larger ring on top of a smaller
ring. Welcome to your ‘working memory!’
The solution is A3, B2, A2, C3, A1, B3, A3.
36
Try this! No pens or paper allowed.
18 x 7 – 14.
37
Try this! No pens or paper allowed.
18 x 7 – 14.
Your mental processes may have been something
close to this.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Multiply 8 x 7
Retrieve the fact that 8 x 7 =56 from long
term memory.
Remember that 6 is part of the solution,
then carry the 5.
Multiply 7 x 1.
Retrieve the fact that 7 x 1 = 7 from long
term memory.
Add the carried 5 to the 7.
Retrieve the fact that 5 + 7 = 12 from long
term memory.
Put the 12 down, add the 6.
The answer is 126.
Take 10 away from 126. The answer is 116.
Take away the four. The answer is 112.
38
Try this! No pens or paper allowed.
18 x 7 – 14.
Your mental processes may have been something close to this.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Multiply 8 x 7
Retrieve the fact that 8 x 7 =56 from long term memory.
Remember that 6 is part of the solution, then carry the 5.
Multiply 7 x 1.
Retrieve the fact that 7 x 1 = 7 from long term memory.
Add the carried 5 to the 7.
Retrieve the fact that 5 + 7 = 12 from long term memory.
Put the 12 down, add the 6.
The answer is 126.
Take 10 away from 126. The answer is 116.
Take away the four. The answer is 112.
• Working memory is short term memory. It refers to that bit of memory that you are
using when working on a complex task which requires you to store information as
you go along.
• Thinking is combining information in working memory. In the case above, you were
helped in the task if you had knowledge of ‘facts’ (e.g. 8 x 7=56) and procedures (do
this first, then this stage next). Both are stored in LTM. So working memory is
dependent on information stored in LTM.
• Working memory has limited space, so thinking becomes increasingly difficult as
working memory gets crowded.
39
Theories of memory
40
Multi-store model (MSM)
Atkinson and Shiffrin (1968)
• Sperling (1960)-Capacity
and duration of the
sensory store. Decay from
sensory store is fast.
• Glanzer and Cunitz
(1966)-Serial position
curve, primary/ recency
effect.
• HM case studyHippocampus removed.
LTM intact, no new LTM.
Separate STM and LTM
stores.
• KF case study. (Shallice
and Warrington, 1970)STM is not unitary.
Difficulty with verbal
information but not visual
information.
• Schachter et al (2000)LTM is not unitary. 4 LTM
stores: semantic,
episodic, procedural,
perceptualrepresentative.
• Craik and Lockhart
(1972)-Deep processing.
Elaborative rehearsal
replaced maintenance
rehearsal.
41
Working memory model. (WMM)
STM only. Baddeley and Hitch (1974)
• Bunge et al (2000)-fMRI
scans during dual tasks
and the same slave
system show greater
activity and intentional
demands-as the WMM
predicts.
• Baddeley (1975a)Word-length effect
disappears when there
is an articulatory
suppression task
indicating that a
phonological loop and
an articulatory process
is active normally.
Supports the WMM
• Baddeley (1975b)-Dual
task involving
processing the letter F
whilst visually tracking
a moving object led to
impaired performance,
in comparison to a task
involving separate slave
systems, indicating that
the slave system is
overloaded. Supports
the WMM.
42
Putting the theory into practise
43
Classroom strategies
• Make activities distinctive (without diverting
attention)
• Repetition, review and interleaving
• Dual encoding
• Encourage optimal cognitive effort
• Encourage students to develop their own
schema
• HBL
44
Developing ideas for your classroom
45
“The art of thinking is the art of remembering…
our conscious effort should not be so much to
impress or retain (knowledge) as to connect it
with something already there”
William James, 1890
“Memory is the residue of thought”
Daniel Willingham, 2009
46