Chapter 10 - Repetition and Elaboration
Learning Objectives
After reading and discussing Chapter 10, participants will be able to accomplish the following tasks.
- Describe two methods of repetition and elaboration that can be employed to help students maintain information in long term memory.
- Reflect on and analyze your current teaching practice and describe methods of repetition and elaboration used to help students retain information learned.
- Create (or modify) a lesson so that it employs a method of repetition or elaboration for helping students retain information in long term memory.
Chapter Summary
A great deal of research has been done on how the brain's memory functions, which can guide us in creating a better learner-centered teaching environment. For this chapter, we will look at research and apply it to two strategies for long-term memory - repetition and elaboration (Doyle, 2011).
Research indicates that In order for a memory to be formulated, a person must be paying attention to the information. Once a person is paying attention, the brain goes to work, constantly creating new neuron pathways and connections. The more those pathways get used, the stronger they become (Doyle, 2011).
Research indicates that In order for a memory to be formulated, a person must be paying attention to the information. Once a person is paying attention, the brain goes to work, constantly creating new neuron pathways and connections. The more those pathways get used, the stronger they become (Doyle, 2011).
With the above research in mind, finding ways for students to repeat and elaborate on new learning is a crucial feature of a learner-centered classroom. Here are some suggestions to engage students in a way as to promote long-term memory (Doyle, 2011).
Practice skills over time as opposed to cramming before exams. Research shows that cramming is ineffective. To maintain information in long term memory, use frequent, spaced out, study sessions (Doyle, 2011).
Create a cumulative testing situation using concepts that are the key "take-aways" from the course. Ask questions about these key concepts on each test. Each time information is recalled will make the brain connections stronger, creating a greater chance for long-term memory (Doyle, 2011).
Reflection is a powerful learning strategy to help students make connections between concepts and to clarify their understanding. Reflection helps students make the link between prior and current learning as well as strengthens the connection pathways in the brain (Doyle, 2011).
Reflection is a powerful learning strategy to help students make connections between concepts and to clarify their understanding. Reflection helps students make the link between prior and current learning as well as strengthens the connection pathways in the brain (Doyle, 2011).
Have students explain concepts in their own words. When students state information in their own words, they are using their own personal system of patterns. Linking a new pattern of information into their own familiar pattern will enhance the learning networks in their brain and build long-term memory (Doyle, 2011).
Visual, visual, visual. Use images, animations, videos, and other visual material as often as possible. One of the greatest ways for students to remember and recall information is to help them visualize concepts (Doyle, 2011).
Visual, visual, visual. Use images, animations, videos, and other visual material as often as possible. One of the greatest ways for students to remember and recall information is to help them visualize concepts (Doyle, 2011).
Strive to make your teaching personal and emotional for the learner. For learning to take place, the first key element is attention. Find ways to engage students and hold their attention. Also keep in mind that studies show that memory retention is greater when there is an emotional connection (Doyle, 2011).
Last, we need to tell our students know about brain and memory research. With that information students should be given strategies for helping them become better learners. Strategies such a studying over periods of time, using mnemonic devices, and elaboration and rehearsal should be techniques shared with students.
Personal Connection
All of chapter 9 hit home with me. As both a student and and educator, I find a great deal of learning takes place when you reflect on information as well as restate it in your own words. Although the assignment for EDL7200 is time consuming, I know that I am learning more than in other methods. By having to read something and restate it in my own words means I must really grasp the concept. As a teacher, I used reflection after students created a project. Kids love making videos and websites. Since they were "fun" assignments, sometimes they didn't even realize how much they were learning. They understood they were learning about technology, but they didn't realize they were also learning about group dynamics, time management, and troubleshooting skills. Through the use of reflection, students took the time to step back and notice the many other things they had learned beyond the technical skills.
Suggestions for Implementation
As with all of the other learner centered teaching strategies, the first step is to get the teachers on-board with the process. By explaining the research that supports repetition and elaboration, teachers will surely see the need to implement these instructional devices. I believe that, after learning about the research and thinking about the different methods to employ deeper learning through repetition and elaboration, teachers will take steps to include these into their lessons. The final step is to educate students on the things they can do to help improve learning and retention. It may take more effort to get students to see the benefits of these strategies than it does to get teachers on-board,
RESOURCE:
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.