"A reasonable guess is that we remember things that bring about some emotional reaction. Aren't you likley to remember really happy moments, such as a wedding, or really sad ones, such as hearing the news of the attacks on 9/11?" (P. 57)
This made me think of my great grandma's 95th birthday. I remember this day very well because we were celebrating her life. It was a very emotional day for my family because my grandma was very close to death. To be able to have a happy memory for one last memory lasted longer then any sad memory from her death.
"Repetition is another obvious candidate for what makes learning work" (P. 58)
This is something that can help depending on what you want to remember. In music repetition of a song you are going to sing will help you to memorize the words. This will help you in the end because the likely hood of forgetting the words is very minimal.
"The answer is that they understand new ideas (things they don't know) by relating them to old ideas (things they do know)" (P. 88)
I encountered this a few weeks ago with my niece. She asked a question and wanted an answer. The straight forward answer was not enough for her so I had to use an idea that she has previously learned in order to teacher a new concept.
"You ask a student a question (in class or perhaps on a test), and the student responds using the exact words you used when you explained the idea or with the exact words from the textbook" (P. 93)
I am sure that everyone has had this experience while teaching and as a student. These are the responses you more then likely get when you just have to remember the material for a test and then you forget it right after.
This first image is of a penny. The penny was talked about in the reading to coiside with repetition. I thought that it was interesting how in some aspects of memory repetition works for individuals however, seeing something everyday does not meant that you know what it looks like.
The second image is of long - term memory. These chapters still focuses on how memory can affect the student. Long-term and really any kind of memory is important to the students.
The third image is of a television. I chose this picture because of the title of chapter 3. This chapter talks a lot about memory and why students remember specific things and not others.
I really connect with how everything you learn has to be linked to a concept or catagory that you already know. Can you imagine if we didn't we would have all kinds of random facts but none of it would make any since it would be like dialog on a page with no context to help sort of what the topic is even about.
ReplyDeleteThe comment above is from Natalie Gregorski I keep forgetting to put my name sorry
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteYou quoted that "Repetition is another obvious candidate for what makes learning work" and I completely agree with that. No matter what I am doing I always have to repeat myself if I want to remember it. If I am reading and it is a valuable sentence I will read it two or three times. The idea of the students answering a question with the exact words the teacher used to explain it is how were were taught in school. They said write down exactly what I tell you, or just reword the question and plug in the answer at the end. The teachers do not pressure the use or creative answering.
ReplyDelete-Melissa Lochner
I liked what you said about putting repetition into a song to help you remember. I am constantly putting vocabulary words or important facts into songs because it's one of the only ways I remember something. I tell my students to do the same, if it helps them to remember. It's funny that this chapter talks about mnemonics and repetition through song because I just finished rapping how to conjugate verbs to Justin Timberlake's "sexy back" :)
ReplyDelete-Alex