Transcript 一、二年級讀默寫 家長義工計劃

一、二年級讀默寫
家長義工計劃
Mr. Chan Wai Kit
Student Guidance Personnel
Mary of Providence Primary School
計劃目標
 協助一、二年級學生提昇識字量。
 加強學生對常用字的記憶，從而提昇温習成效，增
強學習的自信心。
 透過朗讀及默寫訓練，讓家長掌握協助子女溫習的
技巧。
計劃安排
日期：2013年10月15日至2013年12月11日
(逢星期一、三及四) (評估週及學校假期除外)
時間：早上8:20 - 8:35
地點：本校2樓平台
形式：一位家長義工協助一位學生(P.1-2)，每次進行15分鐘
的讀默寫訓練。
每周讀默寫有甚麼好處?
 每周一次，養成經常溫習的習慣，不用臨渴掘。
 每次份量不多 ，易於溫習 ，有成功感!
 鼓勵學生追求進步!
Why we need to learn vocabulary?
Learning vocabulary is a very important part of learning
a language. The more words you know, the more you
will be able to understand what you hear and read; and
the better you will be able to say what you want to
when speaking or writing.
Memory
 Memories have different life spans
 Short-term memory & Long-term memory
 The more repetition cycles a given memory experienced, the
more likely it was to persist in our mind…but…
 The space between repetition is critical component for
transforming temporary memories into more persistent forms.
 Spaced learning is greatly superior to massed learning!!
Two types of Memories
 Declarative memories: memories that involve
conscious awareness e.g. our Hong Kong I.D. code
 Non-declarative memories: are those cannot be
experienced in our conscious awareness, such as the
motor skills necessary to ride a bike.
GAME
陳大文: 0421 5117 5331
李小強: 0567 8892 2331
朱明明: 3112 2111 2111
Life cycle of declarative memory
 Research shows that the life cycle of declarative
memory can be divided into four sequential steps:
Encoding > storing > retrieving, and forgetting
Encoding
Hippo
Cracking the code
 1) The more elaborately we encode
information at the moment of learning,
the stronger the memory.
An experiment
Tractor
Green
Apple
Zero
Weather
Pastel
Quickly
Ocean
Nicely
Countertop
Airplane
Jump
Laugh
Tall
Result
The group that processes the meaning of the
words always remembers
two to three times
as many words as the group that looked only at
the architecture of the individual letters.
The results are always the same!
Make it personal
 We remember things much better the more
elaborately we encode what we encounter, especially
if we can
Personalize it!!!
Cracking the code
2) Retrieval may best be improved by replicating the
conditions surrounding the initial encoding
Another experiment
Don’t try to memorize the
information by rote
 When you are trying to drive a piece of information
into your brain’s memory system, make sure you
understand exactly what that information means.
 If you are trying to drive information into your child’s
brain, make sure they know what it means.
Real-word example
 A simple trick involves the liberal use of relevant realworld examples embedded in the information,
constantly peppering main learning points with
meaningful experiences.
hamburger
How about this?!
hamburger
How can we learn vocabulary?
There are three main ways of learning vocabulary:
1. Memorising
2. Using
3. Recycling
Memorising
 Say or write the words the students are learning —
this can help your children remember them.
 Record the words/phrases the students are learning
on mobile phone, or as audio files, and play them to
your children whenever you have some spare time
(e.g. when travelling) — this way you will get used to
the spoken form of the word as well as the written
form.
Memorising
 Ask a native or fluent speaker to record target words
for your . You can then listen or record your own
pronunciation of the words as well.
 Write the words your children are learning on pieces
of paper/stick-it notes and put them round your room
or home.
Memorising
Memorising
 You can then play games such as ‘Memory’ or ‘Snap’
with a partner (or on your own) by matching words to
meanings.
Cat
Memorising
Cat
Keyword method
 If your children are visual person…
Keyword method
You may try to use the Keyword method. This method
has been found to be very effective with small numbers
of words (e.g. a few hundred), even over many years.
It is especially useful with 'concrete'
words that can be easily visualised (e.g. Sugar)
How does it work?
 You associate the target word in the foreign language
with a word that sounds similar in your own language.
This is the keyword.
 Then you form a picture in your mind that combines
the keyword and the meaning of the target word.
Every time you see the target word, you remember
the picture you have formed, and then remember the
meaning of the target word. For example:
How does it work?
 a Cantonese-speaker, learning the English word sugar,
might think of the Cantonese word syu ga 書架 (the
keyword) and picture a bookshelf with a bowl of
sugar on it, as in the picture on the right: They would
then remember the meaning of ‘sugar’ — i.e. 糖.
書架 Sugar
Using
Using
Create sentences of your own for the words you are learning,
relating them to your own situation.
Create a story that includes all the words you have learned.
Recycling
 Watch movies or read books or magazines on
particular topics
 Read books at particular vocabulary levels. You have
a high chance of meeting repeated vocabulary in
simplified readers.
How can we avoid forgetting what
we have 'learned'?
 Learn words repeatedly, with increasing intervals
between learning sessions.
 We all know that if learning is not repeated, we will
forget the words we have learned. But research in
Psychology shows that we do not forget things
gradually.
 Instead, as the graph below shows, most of our
forgetting occurs within 20 minutes after we have
first 'learned' something.
 More is forgotten within one hour, and still more
within 8 hours - but after 8 hours, the rate of
forgetting stays surprisingly steady.
Rate of forgetting
More is forgotten within one hour
How to prevent it?
 Have the words you want to learn with you
wherever you go, so that you can use any ‘dead’ time,
e.g. travelling to and from primary school.
 Set aside a regular time for vocabulary learning or
memorising — e.g. just before your children go to
play.
How to prevent it?
 Spend more time on the words that you find difficult.
 Often, when learning vocabulary, people create a list with
the target words on one side and meanings on the other,
and go down the list from the first word to the last, trying
to memorise each one.
A common way
Animal
1.Dog
2.dolphin
3.Duck
4.Elephant
5.Fish
6.Fly
7.Fox
8.Goldfish
9.hamster
 This method can have two problems:
 Firstly, the words at the top of the list tend to be
remembered better than those further down; and
 Secondly, time is wasted going over words that the
learner has already learned.
‘increasing learning intervals’
 One way of overcoming these problems is to spend
more time on the words that you find difficult. A
simple way of doing this is to delete the words you
know from the list.
At the beginning
DAILY
Dog
dolphin
Duck
Elephant
Fish
Fly
Fox
Goldfish
hamster
WEEKLY
MONTHLY
A day later
DAILY
WEEKLY
dolphin
Fish
Duck
Fly
Elephant
Goldfish
hamster
Fox
Dog
MONTHLY
continue testing
DAILY
WEEKLY
MONTHLY
dolphin
Duck
Fish
hamster
Elephant
Goldfish
Fly
Fox
Dog
References
Germany and Frankfurt International School:
http://esl.fis.edu/learners/advice/vocab.htm
Language Center The Hong Kong University of Science and Technology:
http://lc.ust.hk/~sac/advice/english/vocabulary/V4.htm
The brain rules:
http://www.brainrules.net/about-brain-rules