2. Hai Whakahihiko! Quick-fire games to light-up language learning

3. Hai Whakahihiko! Kei te aha tātou? Kei te… tūhura i tēnei mea te Auditory Memory. He aha tēnā? ako ki ētehi rautaki hei whakapakari i te Auditory Memory toha i ngā rautaki, kēmu, ngohe tere e mōhiotia ana hei kai mā ā tātou kete ako i runga i te harikoa.

4. Auditory Memory Auditory memory is… … the ability to take in information that is presented orally (out loud), process it, retain it in one’s mind, and then recall it (Bellis, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004). Auditory memory requires working memory. Or more simply… the ability to remember what is heard

5. Auditory Memory involves... attending listening processing storing recalling

6. Auditory Memory is important because... it helps us to hold on to information long enough for us to use it it helps us to improve our concentration and stay on task it helps us to follow instructions more effectively it helps us to learn more effectively

7. What does weak auditory processing look like in the classroom? poor comprehension of oral instructions difficulty copying from the board difficulty taking notes reading difficulties spelling difficulties poor vocabulary

8. Kēmu 1: Huri Tau ē! Teacher says a number. Each student repeats the number. Teacher increasingly adds another number (or word), each student repeats the string of numbers or words in order. As students forget or make an error in the sequence, they drop out.

9. Kēmu 2: Pao, pao Take a short waiata/rotarota that students know. The kaiako or nominated ākonga starts by saying one of the words from the waiata/rotarota. In a circle, each child in turn says the next word. Repeat the task working backwards through the waiata/rotarota e.g., in Me he manu

10. Kēmu 3: Te Kāpata o Kuia He aha kē ngā mea i roto i te kāpata o Kuia? He tōkena. He tōkena me ētahi hu. He tōkena, he hū, me tētahi pēke. He tōkena, he hū, he pēke, me ētahi koti. Each student repeats the string of items in order and adds another item.

11. Kēmu 4: He kupu anō This is a word association exercise One person starts by saying a word out loud eg. mokopuna The next person in the group thinks of another word they associate with mokopuna eg. kuia and says it out loud The next person thinks of a word they associate with kuia … and the game continues.

12. Kēmu 5: Ka kī a Haimona T his is an audio-only version of Simon Says. Choose a person to be Haimona. Haimona instructs the learners to do a particular action by telling, not showing eg. tuhia tō ingoa ki tō matimati The learners must wait until Haimona says ‘mahia’ before they can do the action Haimona can increase the no. of actions from single actions to multiple actions to make it more challenging for the learners, eg. a.tuhia tō ingoa ki tō matimati b.pakipaki kia ono ngā wā c.mahia kia 3 ngā peke whetū d.kōrerotia tō nama waea

13. How are your Auditory Memory skills? Take 2 minutes to consider these questions then share your responses with your group What did you discover about your Auditory memory skills? How would you rate yourself on a scale of 1-5, 5 being the highest? Did you do better in some of the games, than others? Why do you think that is? How might you use some of the Auditory Memory games in your class?

14. A favourite Quick-fire activity Ask the students to draw a 3 x 3 grid and to shade in 3 squares. The squares should be large enough to write in Specify a range of 10 - 12 items eg. nos between 15 - 25, months of the year etc Students choose from the range and fill in the 6 unshaded squares Play like ‘wharewhare’ The student who wins, becomes the next caller 1520 1719 2225

15. Favourite Quick-fire activities Take 2 minutes to share your favourite quick-fire activity with your group. You might explain it, model it, or play it As a group, decide which activity you would like to share with the larger group Play it!

16. What did we learn? We know Auditory Memory plays an important role in the quality of our learning and our ability to function in everyday life We know there are strategies we can use to strengthen the auditory memory of our learners, as well as ourselves and our whānau We discovered how effective our own auditory memory skills are We learned some new things from each other that we could use with our own learners

17. He Mihi Images sourced from Google Images http://www.superduperinc.com/handouts/pdf/331_Auditory_Memory.pdf http://www.thereadingclinic.co.za/e/auditory-memory-2.htm http://www.breakthroughlearningcollege.com/memory/auditory-memory/ http://pridelearningcenter.com/2013/02/27/how-to-strengthen-your-childs-auditory-memory- skills/http://pridelearningcenter.com/2013/02/27/how-to-strengthen-your-childs-auditory-memory- skills/ http://npu.edu.ua/!e-book/book/djvu/A/iif_kgpm_Mense_Ready_Set_Remember.pdf.pdf http://www.livestrong.com/article/196262-auditory-memory-games-for-kids/ https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive- functioning-issues/5-ways-kids-use-working-memory-to-learnhttps://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive- functioning-issues/5-ways-kids-use-working-memory-to-learn http://2speakright.blogspot.co.nz/2014/07/auditory-memory-101-why-you-need-to.html