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SESSION 5 - Metacognition
MKC AP's
Created on March 12, 2024
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Transcript
METACOGNITION LONG TERM MEMORY
big ticket cpd
reflection placemat
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Objectives: 1. Discuss and define long term memory - reflect on how you can use that information to help students! 2. Describe 4x principles of memory - reflect on where you use them in your practice! 3. Discuss and identify different approaches to long term memory - reflect on which ones you use in your teaching!
It is useful for us to look at principles of how the memory works so we can support learners develop long term memory strategies.
We are going to give you a list of words to remember...- Listen carefully... but you CANNOT WRITE THEM DOWN.
dream sleep night mattress snooze sheet nod tired night artichoke insomnia blanket night alarm nap snore pillow WORD LIST^
How many of the words from before can you remember now? Write them down on a piece of paper...
reflectionpoint 1
Complete the first row on your reflection placemat... - What do you know? - What can you do next with that information?
04:00
Four Principles of Memory:
Surprise
Primacy and Recency
We tend to remember different, new or unexpected facts...
We tend to remember the first and last thing...
Repetition
False Memory
We tend to remember things that are repeated...
Our brain 'closes the gap' in what it hears and reads...
Four Principles of Memory:
Surprise
Primacy and Recency
DREAMPILLOW
ARTICHOKE
Repetition
False Memory
BEDTEDDY
NIGHT
Four Principles of Memory:
Surprise
Primacy and Recency
Have you considered the sequencing of your content?
Have you considered new and novel ways to deliver?
Repetition
False Memory
Have you checked for mistakes or misconceptions?
Where have you factored in opportunities to revisit concepts?
reflectionpoint 2
Complete the second row on your reflection placemat... - What do you know? - What can you do next with that information?
04:00
Dual Coding
Cognitive Load
lONG TERM MEMORY APPROACHES
Retrieval Practice
Inter leaving
DUAL CODING - Our memory has two codes (or channels) that deal with visual and verbal stimuli. Whilst it stores them independently, they are linked.
COGNITIVE LOAD - For information to be retained in the long-term memory, it first has to be processed in the short-term or ‘working’ memory. It is important not to overwhelm learners working memories.
RETRIEVAL PRACTICE - Teachers encourage learners to recall knowledge without access to their notes or textbooks.
INTERLEAVING - Interleaving encourages teachers to return to previous topics of study outside their original order and learners are encouraged to make connections between concepts and ideas.
FLIPCHART ACTIVITY Split your flipchart into 4x sections... - Dual coding, - Cognitive load, - Retrieval practice, - Interleaving. Add different activities that you would fit into each category! Aim for at least 3x in each!
reflectionpoint 3
Complete the third row on your reflection placemat... - What do you know? - What can you do next with that information?
04:00
reflection placemat
- Reduces cognitive load by slowing down - Gives students time to code/transfer info into their long term memory - Take away to revisit (interleaving & retrieval) - Creates a pause point - Opportunity to develop reflective skills - Promotes discussion/ collaboration
next steps: