Chapter 10 - Repetition and Elaboration
Learning Objectives
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By the end of this workshop participants will be able to:
1) describe to a partner two facts that researchers have found relating to how our brains retain information;
2) list specific reason brains forget information,
3) select an image that signifies ways to help students improve their memories and verbalize this choice to the whole group.
1) describe to a partner two facts that researchers have found relating to how our brains retain information;
2) list specific reason brains forget information,
3) select an image that signifies ways to help students improve their memories and verbalize this choice to the whole group.
Chapter Ten Summary
![skeleton and brain resting on a pillow.](/uploads/3/8/1/8/38182723/5090600.jpeg?325)
Memory and the Brain
Experts in various science fields have been studying the brain and memory for many years. As Doyle has expressed in past chapters, we remember what we are paying attention to. The primary step in memory is to encode the experience. The hippocampus decides if the experience is worth remembering or encoding, often using our senses as it grows connections within the brain. Sleep is also important in long-term memory. While we sleep our brains refile the information we have been exposed so it may be tapped into more efficiently. Even short naps after new learning allows the brain to absorb and file new knowledge (Doyle, 2011).
Experts in various science fields have been studying the brain and memory for many years. As Doyle has expressed in past chapters, we remember what we are paying attention to. The primary step in memory is to encode the experience. The hippocampus decides if the experience is worth remembering or encoding, often using our senses as it grows connections within the brain. Sleep is also important in long-term memory. While we sleep our brains refile the information we have been exposed so it may be tapped into more efficiently. Even short naps after new learning allows the brain to absorb and file new knowledge (Doyle, 2011).
![profile in chalk of human head filled withs post-it-notes with question marks.](/uploads/3/8/1/8/38182723/2867266.jpg?329)
Forgetting and the Brain
It is also important to understand how the brain forgets information. Doyle identified four reason we forget:
1) Retrieval Failure. If we do not practice and rehearse our knowledge we eventually cannot retrieve the information.
2) Interference. New information is too similar to past information or we are learning lots of similar information simultaneously. The brain struggles with where to file the new information.
3) Failure to Store. Again, if we are not paying attention we lose information.
4) Motivated Forgetting. Blocking (test anxiety); Misattribution (accessing wrong file); Transience (Overwhelmed with too much information without allowing brain time to store new knowledge) (Doyle, 2011).
Stress be it long- or short-term, also prevents our brain from retaining or retrieving information (Doyle, 2011).
It is also important to understand how the brain forgets information. Doyle identified four reason we forget:
1) Retrieval Failure. If we do not practice and rehearse our knowledge we eventually cannot retrieve the information.
2) Interference. New information is too similar to past information or we are learning lots of similar information simultaneously. The brain struggles with where to file the new information.
3) Failure to Store. Again, if we are not paying attention we lose information.
4) Motivated Forgetting. Blocking (test anxiety); Misattribution (accessing wrong file); Transience (Overwhelmed with too much information without allowing brain time to store new knowledge) (Doyle, 2011).
Stress be it long- or short-term, also prevents our brain from retaining or retrieving information (Doyle, 2011).
![young woman disheveled surrounded by books and clock striking midnight.](/uploads/3/8/1/8/38182723/4117900.jpg?298)
Educating to Long-Term Recall
As we've read repetition and elaboration helps student retain information. How do teachers support this:
1) Have students space their practice. This addresses cramming for exams. Allow opportunities to study frequently and often.
2) Cumulative tests. Don't wait for huge units to be completed before reviewing and assessing the information. Teach and assess in chunks to allow the brains to file, retain, and retrieve the information.
3) Time for Reflection. Make room in the lesson plan for students to think about and make connections with the new materials they are learning.
4) Restate. As was discussed in the last chapter, having students restate the information in their own words allows them to note patterns and retrieve the information in ways they have individually established.
5) Visual Information. Whenever possible pair written and verbal lessons with images to help build connections with the lesson (Doyle, 2011).
As we've read repetition and elaboration helps student retain information. How do teachers support this:
1) Have students space their practice. This addresses cramming for exams. Allow opportunities to study frequently and often.
2) Cumulative tests. Don't wait for huge units to be completed before reviewing and assessing the information. Teach and assess in chunks to allow the brains to file, retain, and retrieve the information.
3) Time for Reflection. Make room in the lesson plan for students to think about and make connections with the new materials they are learning.
4) Restate. As was discussed in the last chapter, having students restate the information in their own words allows them to note patterns and retrieve the information in ways they have individually established.
5) Visual Information. Whenever possible pair written and verbal lessons with images to help build connections with the lesson (Doyle, 2011).
Connections
![Picture](/uploads/3/8/1/8/38182723/1944987.jpg?185)
In the online courses that I help create and facilitate we have two discussion boards for students to process the materials they have read. The first one is the analysis board where students answer questions using examples from the readings. The second discussion board is the reflection board. On this board students are asked a question where they connect the material to their own experiences. It is interesting to see which board participants are drawn to. Some definitely prefer the reflection board and it is my duty to try and get them back into the material and not just share personal stories. Others much prefer the analysis board. In this case it is my role to help the participant feel safe and comfortable enough to share something about themselves. It is obvious that both are needed to help participants retain and recall the information of each session.
Ideas for Implementation
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Tools for Students
Doyle gives several ideas to improve students memory in a learner centered teaching environment. The following are a few of his examples:
1) Focus attention. Share the research that we retain what we are paying attention to. Avoid multi-taking and be present in their learning.
2) Organize Information. Take time to teach students how to outline and map what the are learning. This gives their brain help in retaining information.
3) Make Connections. Allow students time to make connections with previous learning and also discover patterns.
4) Verbalize with a Partner. When students explain their new information to another student they are elaborating, practicing, making connections, and making patterns.
5) Change-up study habits. Challenge students to find a new place or time to study. This alerts the brain to the fact that something new and important is going on, it is time to pay attention (Doyle, 2011).
Doyle gives several ideas to improve students memory in a learner centered teaching environment. The following are a few of his examples:
1) Focus attention. Share the research that we retain what we are paying attention to. Avoid multi-taking and be present in their learning.
2) Organize Information. Take time to teach students how to outline and map what the are learning. This gives their brain help in retaining information.
3) Make Connections. Allow students time to make connections with previous learning and also discover patterns.
4) Verbalize with a Partner. When students explain their new information to another student they are elaborating, practicing, making connections, and making patterns.
5) Change-up study habits. Challenge students to find a new place or time to study. This alerts the brain to the fact that something new and important is going on, it is time to pay attention (Doyle, 2011).
Assessment
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.