STUDY GROUP OUTLINE

1. The human mind is not like a computer—information in is not necessarily information out, and there are no easy “word scan” programs that allow students to retrieve all information they have stored in long-term memory. (Pg 74) To what would you compare the human mind?
2. “Associations” are the spider web connections in memory that allow information to be retrieved easily. More tendrils equal more access. (Pg 74) What are some ways you can encourage association making during your lesson presentations?
3. “Concept” and “typical” are terms that describe how generalizations are made in memory. “Concepts” are very broad categories; “typical” identifies closely the items within the concept category are related. (Pg 75) Choose any two topics you taught during the past month. Identify the “concept” of the lesson. Then identify what “typical” examples you used to demonstrate the concept.
4. In your own words, define the terms “defining features” and “characteristic features.” (Pg 75) Think of five pairs of examples that explain the terms.
5. Is this an accurate formula for long-term memory? (Pg 75)
   New Long Term Memory = Facts + Categories + Typical-ness of Information
   If yes, describe how you would teach the formula. If no, create a new formula and describe how you would teach that one.
6. List five ways you can activate knowledge before beginning a new lesson. (Pg 76)
7. “Just seeing information is not enough for learning most of the time.” (Pg 76) If working memory holds information for only “20-30 seconds” how can you hope to sustain attention and increase memory during a 2-hour lesson? Name five things you can do to compensate for short working memory so that long-term memory will be activated. ESOL teachers: Is this statement accurate if you substitute the words “listening to” for the word “seeing?”
8. Following are several ways of relating information to previously learned information. (Pgs 76-77) Which ones are you currently teaching students how to use on a regular basis? How can you integrate others into future lessons?
   • Work with information (exercise it!) before moving it to long-term memory,
   • Make connections with other information,
   • Create mental descriptions (visual and/or written) of new information,
   • Allow enough time for activities so students will associate, rather than repeat, and
   • Insist that students discover the answers to their questions rather than getting the answers from you.

9. The chart on page 78 compares strong and weak ways of learning. Include this information in a lesson and ask students to evaluate themselves as weak or strong learners. Does your teaching style stress strong learning methods? When you ask students for information to be gotten out of long-term memory what types of questions are they strong in and where are they weak?
10. What information do you include at your class level that must be memorized? (Pg 78) How do you present it? Do you spend class time on memorization games? What are the rewards for students now, and in the future, for memorizing the information? What are the consequences for students now, and in the future, if they do not memorize the information?
11. The author lists more than 15 teaching suggestions to improve memory. (Pgs 81-82) Choose any five and weave them into your lesson plans for next week.

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