PLE Ch 6

 How might your knowledge of the memory processes guide your instructional decisions?

Knowing how the mind works when it comes to memory processes is very important when it comes to my instructional decisions. If students make a connection with existing knowledge or with a variety of contexts, he/she will understand and remember. For example, when teaching a concept in math, it would be wise to relate it to a previously learned concept. When teaching multiplication, if we are learning: 3x4=12, then I would write on the board: 3+3+3+3=12 so they can see it in a way they already know.
When teaching history, having students relate current events to past events will help them make the concept more concrete. It can be hard for them to understand something that happened centuries ago, so making it more present can help. Also, personal relationships to subjects studied can help them remember and learn. An example from class was to relate Romeo and Juliet to their own life experiences, such as disagreeing with parents or wanting to do something that is not allowed.


To prevent information from decaying, it is important to post vocabulary words and math concepts on the wall in my classroom so students can see these words everyday. I will want to refer to these words/concepts as often as possible and will connect them to new ideas so the information won't weaken in their minds.

If students are emotionally involved with their learning, they are more likely to remember it. If we are learning about something sad, like the Holocaust or Pearl Harbor, they will be able to recall more. If there is a sense of excitement with a new concept, students will be involved and want to learn. If an activity is engaging and fun, students will be unlikely to forget what they learned.

This blog has some tips and ideas from a teacher on how to get your students engaged so they can remember more.