Don't Forget How to Remember

This week in class we learned about how the human brain processes information as well as some learning strategies that support this knowledge. In the video titled “Cognitive Learning Theories,” Dr. Michael Orey begins by explaining that information enters our brains through sensory registers. This information is immediately sent to our short-term memory which, to process effectively, must not exceed between five and nine pieces of information at a time. If you process this information more deeply through rehearsal or other methods, then it becomes stored in our long-term memory. The types of information that are stored in our long-term memory include facts and information (declarative), how to do things (procedural), and very powerful memories that deal with events in our life (episodic).

Dr. Orey continues by discussing how to enhance the efficiency of our long-term memory by triggering as many senses as possible when processing information. Since our long-term memory is a network of information, activating our prior knowledge and connecting ideas to others can help us improve our retrieval of memories. When someone forgets something, it does not mean that they have lost it forever. It simply means that this person cannot remember the necessary connections to retrieve that information.

The learning strategies we explored this week can significantly help our students improve their memory. These include the use of elaboration, experiential learning, Palvio’s dual coding hypothesis, and concept maps. According to Dr. Orey, elaboration is the “primary mechanism for storing information in long-term memory.” This requires students to make as many connections as possible to their prior knowledge and experiences. By doing this, students will be better able to retrieve this information when they need it. When students reflect on their experiences, they are exemplifying the process of experiential learning. Through these reflections, students are able to analyze new information and connect it to their personal experiences. One way to enhance these connections is by introducing new information in the form of visuals.  The dual coding hypothesis states that information is stored as images and text. The main idea here is that images, when linked to information and our senses, can provide very strong connections to help our memory. Not only can the use of images support our memory, but organizing information into concept maps can support our memory throughout the learning process. Concept maps serve as a way to visually demonstrate how different pieces of information are connected. This allows the learner to store information as neatly organized images and be able to make connections much more easily. Teachers can use concept maps when introducing new information, reinforcing it, and allowing students to demonstrate an understanding of it. They are a very effective tool that I plan to use consistently in my classroom.

With all of this knowledge about memory, teachers can be much more strategic when designing learning experiences. To make the learning process more efficient and engaging, teachers can integrate technology to help students synthesize information and support their memory. After reading this week’s chapters from the book Using Technology with Classroom Instruction that Works, I now have many tools to make this happen. In order to help students prepare for each lesson, I plan to cue them in on what they are going to be learning. To guide them their learning experiences, I plan to use questions that will not only provide their learning with purpose, but will also spark their interest. To fully prepare my students, using advance organizers will help them make better sense of poorly organized information. While they are engaged in their lessons, they will use a variety of technology applications to help remember important information. Summarizing and note taking also offers a lot of opportunities for students to engage in these applications. With technology engaging my students, using cognitive tools to help strengthen their understanding, and making connections to support their memory, they will begin to develop into fully skilled students who are actively engaged in their own education.