Memory Techniques

Memory Techniques :
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Memory Techniques
This section will include:

specific information and strategies that I give to my students on the subject of memory

various ways in which memory principles can be incorporated into courses

Information For Students On The Subject Of Memory

For some of my courses, I teach a specific lesson on memory that includes the following topics:

How Memory Works (very briefly)

Memory Principles

intent to remember

meaningfulness vs. nonsense

spaced study

visualization

rehearsal (repetition)

review

health

Five Types of Mnemonic Devices

associations

rhymes

acronyms

acrostics

pegwords

For this lesson, I use online materials that I created at this site. Click here for the lesson plan for this activity.

There are three possible ways that I use the information at the website:

I present the information from the website out loud with my class, using a portable computer cart and projector system.

Students go through the website individually at their own pace but altogether as a class in a computer lab with me there to answer questions.

Students use the website individually, either as needed and recommended by me or as review of material covered in class.

Note: I give my students a blank outline to use when taking notes from either my presentation or from their reading of the information. You can access the outline file here.

Some Ways In Which Memory Skills Can Be Incorporated Into A Course:

By taking some of the principles of memory and applying them to my teaching and courses, I began using the following learning activities:

From the principle: "intent to remember"

Since we must put our minds to the task of remembering and "want to remember," before presenting I ask my students to consider why the information is so important or why they need to memorize it.
This might be in the form of a brief class discussion, or students can quickly write a personal reason on the top of their notepaper.

Some reasons might be: "I need to know this for my job/career," "It will probably be on the test and I want an 'A' in the class" or "I love knowing about this!" The simple act of acknowledging that they want to remember the material will engage their memories into gear before the lesson begins.

From the principles: "meaningfulness vs. nonsense" and "organization and catagorization"

Which list is easier to remember:

pencil
dog
red
stapler
storm lapiz
perro
rojo
engrapadora
tormenta

Unless you understand the meanings of the Spanish words, they probably would be more difficult to remember than the ones in English.
I remind students that if they do not understand something, it is extremely difficult to try to remember it. I encourage them to use the tutoring centers and my office hours and to make sure that they are comprehending the material.

Which of the following is easier to remember:

XOXOOXX
OOX OXXO
OOXXOXOX
XX XOOX
XOXXOX X X X X X X
X X X X X
X X X X X
X X X X X O O O O O
O O O O O
O O O O O

Even though both lists have the same number of X's and O's, clearly, the second list is easier to memorize because of the organization and pattern.
When planning the information that I will be presenting, I try to use categories, commonalties and groupings as much as possible to aid in students' understanding of the information. (Or, I can ask students to sort through the information and create categories - make lists by date, by theme etc.)

Also, I encourage students to take notes in a form that allows them to see patterns and categories.

From the principle: "spaced study"

Since memory is aided by breaking up study sessions, when assigning projects or large assignments, I suggest to my students ways in which the assignment can be broken into stages.

From the principle: "visualization"

I try to incorporate visual images or metaphors into my lessons as much as possible. I encourage students to draw or write the images down in their notes next to the concept. Students can also close their eyes and briefly visualize a formula, event, character or concept animating in their mind. Engaging multiple senses into the memory process greatly increases recall.

From the principles: "repetition" and "review"

At the end of class, I save a few minutes to ask students to write down what they did/learned that day in their notes or class log. We may do these individually, in groups or as a class. Or, I can give them a few minutes to go over their notes from the day and quickly re-read them. Or, I will go back and summarize once more the important concepts of the day, asking review questions.
At the beginning of class, I can take a few minutes to review the previous lesson(s). While I take attendance, students can re-read their notes or discuss the lesson with others or I can ask review questions or pose a question on the board for all to answer.

Building in a few minutes of quick review into every class, helps students understand firsthand the benefits of re-reading and studying their notes and teaches them that long-term memory is enforced by rehearsal and not by "cramming" at the last minute.

Here is a sample learning log you could use or modify for your class:

From the principle: "health"

Without adequate sleep and nutrition, the mind is not as sharp. Stress actually inhibits memory. Drug use and/or abuse affects memory as well. I invite a health and wellness counselor into my classes to give a brief presentation on the personal health and counseling services available to students on campus and encourage students to take care of themselves physically, emotionally and mentally.

Using mnemonic devices

Using associations, acrostics and acronyms are easy ways to help students remember lists, definitions and concepts. Some websites with specific mnemonics by subject are listed in the "explore" section. Sometime I will also assign students to create mnemonic devices for class and text materials.

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