2.  What can learning about ‘memory’ teach us about how we learn?  How can we connect our learning about ‘memory’ to our experiences to gain a better understanding of ourselves as learners?  Based on our understanding of ‘memory’ and ourselves as learners, what strategies can we adopt to help us with the process of learning?

3. 1.What do you think you know about memory? 2.What questions or puzzles do you have? 3.What does the topic make you want to explore?

4. What is Learning?  Learning is the process—the act of change (relatively permanent) in behavior, knowledge, or feelings of an individual that results from experience.  Memory is the result of that change. Experience  Learning  Memory

5.  Declarative: dependent on conscious recall. It has two subtypes: Semantic: memories of facts like president of china, capital of UK is London, etc Episodic: memories of events like your mother’s birthday, your wedding, what you had for breakfast this morning, etc  Procedural: not dependent on conscious recall –Motor skills like hitting a baseball, driving a car, swimming, …

6.  Immediate Memory – holds data for 30 seconds  Working Memory – limited capacity, conscious activity, captures our focus and demands our attention, occurs in the frontal lobes.

7.  Capacity – varies with age Younger 5 – 2 items Between 5 - 145 items 14 and older7 items  The limited capacity explains why we need to memorize a song or poem in stages – increase capacity through chunking.  How can this relate to learning?

8.  Letter Strings http://faculty.washington.edu/chudler/stm0.h tml  Pictures http://faculty.washington.edu/chudler/stm0.h tml  SIMON http://www.echalk.co.uk/amusements/Game s/Simon/simon.html

9.  Time Limits Age dependent  Pre-adolescents – 5 – 10 minutes  Adolescents & Adults – 10 – 20 minutes  Fatigue or boredom sets in resulting in a loss of focus - unless a change in the way the individual is dealing with an item.

10. Data Affecting Survival Data Generating Emotions Data for new learning WORKINGMEMORYWORKINGMEMORY Priorities for Working Memory

11.  We cannot recall what we have not stored  Emotional experiences have a high probability of being permanently stored  Does it make sense? ( oh now I see ) Learner can understand based upon experience  Does it have meaning? ( how will I use it ) Is the item relevant

13.  Research has shown that the greatest loss of newly acquired information or a skill occurs within 18 – 24 hours  If a learner cannot recall information within 24 hours – there is a high probability that it was not permanently stored

14. Accepting or Rejecting New Learning  People will participate in learning activities that have yielded success for them.  They will avoid those that have produced failure  Self concept is important in controlling the feedback loop and determining how the individual will respond to almost any new learning situation.

16.  Repetition Hi, Mary is it? Mary, have you met my friend?  Inquiry / elaboration Ask about the spelling or origin of the name  Association Do they remind you of a person you know well with the same name? Look for a feature of the person’s face, or the sound of their voice. Try to associate this with their name.

17.  Mental association Think of the names of other people you know from the same circle or situation  Go through the alphabet Does it start with A, B, C …  Prepare for the worst Rehearse the names of people you are likely to meet or write them down and take them with you!

18.  Mnemonics: Ancient strategy for improving memory  Spatial learning strategy—in which learners associate to-be-recalled material with familiar places (like their own room, etc). Then the learners recall the new material simply by taking a imaginary tour of their familiar places.

19.  Taking notes  Using a diary/ calendar for appointments  Noting what you have done  Writing a memo to yourself  Writing on the back of your hands  Taking photographs  Making lists

20.  Using clocks, oven timers, alarms  Using cell phones, email or other electronic devices  Putting objects in a conspicuous place  Swapping rings to the other hand  Asking someone to help you remember  Using a file or folder

21. The brain uses 25% of the body’s energy, so it needs good food as a fuel source to keep it functioning well,

23.  Boosts circulation  Reduces stress  Helps to refocus  Creates a sense of wellbeing  Improves mental performance and general health

24.  Distraction  Disorganization  Stress, anxiety and depression

25. Avoid overstimulation (focus!)Have a ‘quiet’ space. Make it obvious – clocks, notes on fridge Decrease noiseTurn off TV, radio, … when unnecessary Lower voices, one speaker at a time Reduce clutterStorage – filing, shelves, boxes … Stick to a routineDo things in the same order or on the same day

26.  Simplify your life and set realistic expectations  Take time to relax  Sleep  Exercise  Socialize/ talk about it!  Out of control? Seek help!

27. 1.What are some of the things you used to think about MEMORY and LEARNING? 2.How has the new information you have learned in this seminar changed your thinking?

28. Think of some of the strategies that you are introduced to in this seminar and create a personalized top 5 list of things that will impact your learning. Discuss your list with a partner.

29. The brain’s working memory is limited Emotions play an important role in memory encoding and retrieval. The ideas generated by the brain often come from images. The brain changes its own properties as a result of experience.