Things to consider in teaching, student’s memory and learning: for Instructors

1. Take away the secret.

The first and perhaps most important strategy is to ensure that all students understand how memory works and identify their own particular profiles of memory strength and challenges. Then, students should be taught memory management strategies.

2. Give directions in multiple formats.

Students benefit from being given instruction in both visual and verbal formats. Further, their understanding and recall of instructions can be checked by encouraging them to repeat the given instructions and explain the meaning of these instructions. Examples of what needs to be done to increase memory of directions are also often helpful.

3. Teach students over-learning material.

Students should be taught the need for “over-learning” new information. Often they just practice until they are able to do an error-free repetition of the material. However, many error-free repetitions are required to make the information solid.

4. Teach students to use visual images and other memory strategies.

Another memory strategy that uses cue is called word substitution. The substitute word system can be used for information that is difficult to visualize, for example, for the word occipital. These words can be converted into words that sound familiar that can be seen. The word occipital can be changed to exhibition hall (as it sounds like exhibition hall). The student can then create a visual image of walking into an art museum and looking at a large painting of the brain with large bulging eyes (the occipital is the area of ​​the brain that controls vision). With this system, the vocabulary word the student is trying to remember actually becomes the cue to the visual image which then prompts the definition of the word.

5. Give teacher prepared handouts before the class lecture.

The series of classroom lectures and oral instructions should be reinforced by teacher-prepared handouts. Handouts for classroom lectures may include a brief outline or a partially completed graphic organizer that the student will complete during the lecture. Having this information helps students to identify key information to be given during lectures and to organize the information correctly in their notes. Both these activities also enhance the memory of information. Using Post-Its to jot down information is helpful for remembering directions.

6. Teach students to be active readers.

To enhance short-term memory registration and/or working memory during reading, students should underline, highlight or summarize key words in the margins as they read the chapter. They can then go back and read what is underlined, highlighted, or written in the margins. To consolidate this information into long-term memory, they may draw outlines or use graphic organizers. Research has shown that the use of graphic organizers increases the academic achievement of all students.

7. Write the steps of maths questions.

Students whose memory power is weak, they should not depend on mental calculations while solving maths problems. For example, if they are performing long division problems, they should write down each step, including numbers. When solving word problems, they should always have a piece of paper on hand and write down the steps to calculate them. This will help prevent them from losing their place and forgetting what they are doing.

8. Provide recovery exercises for students.

Research has shown that long-term memory is enhanced when students engage in retrieval exercises. Taking a test is a retrieval exercise, that is, the act of recalling studied information from long-term memory. Thus, taking practice tests can be very helpful for the students. When teachers are reviewing information before tests and exams, they may ask students questions or create questions for all to answer, rather than simply reiterating the information students have learned. Also, if students are required or encouraged to create and take their own tests, it will provide their parents and/or teachers with information on whether they are aware of the most important information.