STUDY GROUP OUTLINE

1. “Memory is not the same as learning. Memory is necessary for learning, but not sufficient.” (Pg 59) How do you define “learning?”
2. The author says that memory is important in social interactions and to one’s sense of self. (Pg 59) Would your students be more willing to study memory skills if they thought that improved memory would benefit them socially OR if they thought that improved memory would benefit them academically?
3. The diagram on page 60 shows how information goes into and out of memory. Describe a lesson you could teach to your class that uses this information and diagram. Be sure to include defining the terms “working memory” (short-term), “long-term memory” (encoding), “get out” (retrieve), and “remembering” (finding and pulling information out of long-term memory).
4. “Working memory is where we understand. Long-term memory is where we remember.” (Pg 60) Think about yourself—are you better at understanding new information or remembering old information?
5. Since students remember more of what is presented at the beginning and at the end of class (Pg 61) how could you rework your lesson plans for tomorrow so you maximize your students’ learning windows?

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