Transcript PPoint - Sandagogy

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.
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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
Recalling the theories of memory
Improving recall through active learning
Preparing for the teach meet
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Sharing your work
3
An introduction to aspects of memory
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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!’
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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’.
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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.
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Try this! No pens or paper allowed.
18 x 7 – 14.
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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.
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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.
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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)
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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).
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Theories of memory
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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.
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Improving memory through active
learning
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Levels of processing- Craik and Tulving
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16th December
• Everyone needs to bring along a piece of ‘evidence’
representing what they have been doing in their classrooms,
based on their twilight sessions. This could be a photo, a
piece of students’ work, a lesson resource. It should be no
bigger than A4. At the Teach Meet, everyone will be asked to
judge their approach/ strategy based on it’s effectiveness so
far and its cost (time).
• One person/pair/trio from each group should lead a 3 minute
presentation on what they have been using and the impact its
been having. This could reflect what just one/two people have
been doing or the whole group. The twilight leaders should not
present! Sign up will take place tonight!
Developing ideas for your classroom
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“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
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