SESSION 5 - Metacognition

big ticket cpd

METACOGNITIONLONG TERM MEMORY

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reflection placemat

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!

We are going to give you a list of words to remember...- Listen carefully... but youCANNOT WRITE THEM DOWN.

It is useful for us to look at principles of how the memory works so we can support learners develop long term memory strategies.

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...

Complete the first row on your reflection placemat... - What do you know?- What can you do next with that information?

reflectionpoint 1

04:00

Our brain 'closes the gap' in what it hears and reads...

False Memory

We tend to remember things that are repeated...

Repetition

We tend to remember different, new or unexpected facts...

Surprise

We tend to remember the first and last thing...

Primacy and Recency

Four Principles of Memory:

BEDTEDDY

False Memory

NIGHT

Repetition

ARTICHOKE

Surprise

DREAMPILLOW

Primacy and Recency

Four Principles of Memory:

Have you checked for mistakes or misconceptions?

False Memory

Where have you factored in opportunities to revisit concepts?

Repetition

Have you considered new and novel ways to deliver?

Surprise

Have you considered the sequencing of your content?

Primacy and Recency

Four Principles of Memory:

Complete the second row on your reflection placemat... - What do you know?- What can you do next with that information?

reflectionpoint 2

04:00

Interleaving

Cognitive Load

Retrieval Practice

lONG TERM MEMORY APPROACHES

Dual Coding

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.

RETRIEVAL PRACTICE - Teachers encourage learners to recall knowledge without access to their notes or textbooks.

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.

DUAL CODING - Our memory has two codes (or channels) that deal with visual and verbal stimuli. Whilst it stores them independently, they are linked.

FLIPCHART ACTIVITYSplit 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!

Complete the third row on your reflection placemat... - What do you know?- What can you do next with that information?

reflectionpoint 3

04:00

- 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

reflection placemat

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