Easier learning: Instructional strategies-X

What make learning easier? Instructional strategies-X

Frequent review

Therefore, to ensure optimal use of time, I would use Dr Boyanton’s recommended rehearsal schedule. I think it is a viable schedule because it does not take up a lot of time – at the most 10 minutes if not less (to review the materials).—Dorothy Hung, March 6, 2008, EDCI 6304

I liked the fact that Dr. Boyanton kept reviewing the key terms dealing with behaviorism every so often so that we wouldn’t forget their meanings. —Mayra Garcia, Feb 6, 2008, EDCI 6304

Study habits need to be changed and one way is to start ahead of time and study daily. Repeat the inforamtion, practice and rehearse it. I have found what works for me is going over the information and then writing it out several times. This helped me recall the information a lot later because it was stored in my long-term memory.—Nora Lamas, March 6, 2008, EDCI 6304

The information on short term and long-term memory I can relate to since I teach like many of you do. I read somewhere a while back that the age group that I teach (13-14) needs to hear information like facts and details about 18 times before they will remember it. As long as I have been working with this age group, I would have to agree. My eighth graders have more short term memories than long term, and definitely short, short term. Knowing this, I have to remember to have more patience with them when they return after weekends and vacations. We tend to complain that they forget everything, when in fact they do. We just have to work a little harder in trying to get them to remember. Most times than not they have stored some of that information in their long term memories somewhere. It just needs a little coaxing.—Analicia Springer, Mar 4, 2008, EDCI 6304

Today we began class with a (review) activity in which we had to find another person with the missing term. The word my partner and I had was counter conditioning. This activity helped me clarify this terminology. I know that it is when an animal is hungry it will still eat the food even though it will receive an electric shock. In fact, the benefits out weigh any pain that will be inflicted upon it. –Emily Fierros, Feb 5, 2008, EDCI 6304

Provide opportunity to apply/preesent/teach

I learned a lot about information processing theory. I now understand what it means each of the three storage memory. It was a good idea when we had to be divided in groups to come up with a presentation on how to learn each storage memory. I now understand that students learn better by hearing and reading the information first and then show them a presentation.—Lily, Mar 4, 2008, EDCI 4322-60

In my group presentation we had to explain to the class as if they were elementary students what sensory register was. This was a good challenge for our group. We had a difficult time coming up with ideas on how to pass the information on to our audience. But I do believe that the assignment was affective because it did make us think more about what sensory register was and allowed us to understand it better ourselves. I once heard that when you are taught something you usually retain about 20% of it but when you teach something you retain about 80%. I believe this to be true and use it as a studying technique. I find some one and tell them all about what I learned and try and get them to learn it as well. It really does allow me to better understand whatever it is I am trying to learn.—Mike, Feb 28, 2008, EDCI 4322-01

Provide extra help

My overall observation was good. I did see several students who were confused but those students were placed into a small group and I was happy to see the teacher work with them on a one to one basis. She had them hold the pictures and identify the transformation, she re-directed her instruction and explained it a different way. She also visually guided them through the lesson.—Nora Lamas, March 6, 2008, EDCI 6304

To read more on easier learning:
Greetings from the Editor/Instructor
Easier learning: Introduction
Easier learning: Instructional strategies-I
Easier learning: Instructional strategies-II
Easier learning: Instructional strategies-III
Easier learning: Instructional strategies-VI
Easier learning: Instructional strategies-V
Easier learning: Instructional strategies-VI
Easier learning: Instructional strategies-VII
Easier learning: Instructional strategies-VIII
Easier learning: Instructional strategies-IX
Easier learning: Instructional strategies-X
Easier learning: Teacher factors
Easier learing: Be a strategic learner