Drive

Porch

Living Room

Dining Room

Teaching for Memory – Imagination, AssociationMemorise the 5 parts of a cell:

Ribosomes

Mitochondria

Nucleus

Cytoplasm

Cell Wall

Rowdy

Monkeys

Nibble

Chocolate

Chip Muffins

Making images memorable:

Colourful

Stimulating

Silly

Much larger or smaller than real life

Involve real people

Involve action

Conservatory

I love quizzes…..• Demonstrate what ‘memorisation’ is

• They CAN do it – so we expect them to

• Modelling effective revision - pathways

• Access higher/complex concepts

Steps:1) Recall 5 parts of cell2) Recall parts and link to

given functions.3) Recall parts and

functions.4) Recall parts and answer

simple questions.5) Recall parts and answer

difficult questions.

Utility Room

• You can model effective revision notes.

Then ask the students ‘interpretation questions’

What caused the conflict between Red Cloud’s Sioux and the Army?

Man Cave

I still love quizzes…..• Demonstrate what ‘memorisation’ is

• They CAN do it – so we expect them to

• Modelling effective revision - pathways

• Access higher/complex concepts

Steps: Higher sets1) Target material from

the previous lesson.2) Change questions

without drawing attention.

3) Extend answers with questioning.

4) Competition?5) Rewards – progress

measurable.

1) The original PT used Newland’s ________ ___ ________

2) Where on the PT is the least reactive alkali metal?

3) Where on the PT is the least reactive halogen?

4) ______ + _______ -> Hydrogen+ Potassium Hydroxide

5) What colour will Universal indicator go, if added to the water this reaction takes place in?

6) If group 1 metals react with halogens they form ______ _______ _______

Landing

Why memorisation is fundamentalDo our students know HOW to REVISE?

Do students know HOW to MEMORISE information?

Is it worth taking the time to actively commit things to memory in lessons?

Why memorisation is fundamentalDo our students know HOW to REVISE?

Do students know HOW to MEMORISE information?

Is it worth taking the time to actively commit things to memory in lessons?

To aid students in understanding and remembering higher/deeper concepts make sure they have MEMORISED simpler ones.

Teaching for MemoryObjectives:

• To help students MEMORISE information as they go.• Minimise information to be memorised at

one time.

• Write notes as revision tools, not explanations.

• Construct memory tools • Anticipate weaknesses

• Re-locate information learnt

• A

• L

• I

Teaching for MemoryObjectives:

• To help students MEMORISE information as they go.• Minimise information to be memorised at

one time.

• Write notes as revision tools, not explanations.

• Construct memory tools • Anticipate weaknesses

• Re-locate information learnt

• Association

• Location

• Imagination

Teaching students to write effectiverevision notes.

Sources:

My own bias

Experience of colleagues

Experience of students

Memory evidence

Rationale:

Our students do not know what makes revision more effective.

There is an overreliance on revision guides as the revision ‘solution’.

Teaching students to write effectiverevision notes.

Foundation:

Brains and memory have been evolving for millions of year.

Written language has only been around for 4,000-6,000 years.

Evolution of the brain has prioritised what is needed to survive

- Location (food, water, home, shelter…)

- Images (friend/foe, recognising food…)

- Communication (spoken, non-verbal)

Teaching students to write effectiverevision notes.

Foundation:

Brains and memory have been evolving for millions of year.

Written language has only been around for 4,000-6,000 years.

Evolution of the brain has prioritised what is needed to survive

- Location (food, water, home, shelter…)

- Images (friend/foe, tools…)

- Communication (spoken, non-verbal)

Even so our brains are incredibly good at learning and retaining information.

They are just rubbish at locating it again!

http://jacobslab.biomed.drexel.edu/pubs/JacoEtal12.pdf

Teaching students to write effectiverevision notes.

Teaching students to write effective revision notes.

Point to consider/include Rationale

• Minimise number of words Brain not evolved to remember wordsChallenge memory / cognition / not an explanationIf don’t understand use revision guide.

• Substitute words with symbols (= ->) Less to read – more efficient – more revision cycles

• Clear titles (number) Roadmap to information (location as well as retention).Number – testing tool

• Chunks The magic number 7 +/- 2Definitions – flashcardsDifferent ‘sections’ on different pages/cards

• Include Pneumonics Roadmap to remembering information

• Include simple diagrams/flowcharts Logical sequence – roadmap to remembering information

• Relevant Pictures Brain evolved to remember them

Own ideas here:

Teaching students to write effective revision notes.

Own ideas here:

Teaching students to use revision notes effectively.

Point to consider/include Rationale

Invest – card / colour / neatness Gives resources longevity and valueBinder– keep in logical order

Read / cover / say / (write) / check / repeat Don’t just read notesSaying varies activity – helps concentration and retention.Once not enough.

Look for your own best experience Me – one day good one day badIan.B – revise in evenings for retentionWill siblings be noisier during day/evening?Outside or inside? Remove distractions–phone OFF / TV / PS4

Vary approaches Revise / answer questions / ask questions

Spellings Highlight similar but distinct keywords – Fission / Fusion

Own ideas here: