Reach. In order for any information to be stored in the brain, it must be received through sensory memory. It therefore behooves us to take into consideration novelty, need, choice, attention, motivation, emotion, and meaning to get and keep student attention.
Reflect. There’s an old joke about teaching being the instructor’s ability to take his notes and give a lecture that will go to the student’s notes without passing through either’s brain. Giving students time to “linger over learning,” may help make the connections from new material to old.
Recode. This is simply the act of students taking information and putting it in their own words. We know that self-generated material is better remembered. Writing is a memory strategy.
Reinforce. Once students have recoded, teachers must provide feedback on the recoded information. We don’t want to rehearse misinformation.
Rehearse. Strategies for rehearsal will help teachers and students discover optimal rehearsal techniques.
Review. Whereas rehearsal puts information into long-term memory, review presents the opportunity to retrieve that information and manipulate it in working memory. This act makes the memory stronger.
Retrieve. The type of assessment used can affect the student’s ability to retrieve stored information. Accessing stored memories may be reliant on specific cues.
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