Memory Support strategies training.dyslexiaaction.org.uk

How do we remember? Recognition training.dyslexiaaction.org.uk Recognition is the memory that is triggered by a stimulus, be it a picture, object, place, word or smell. It is not necessarily linked to meaning but is an identification based on a previous experience. training.dyslexiaaction.org.uk

How do we remember? Recollection training.dyslexiaaction.org.uk Recollection is something we do when we reconstruct a story or other information. For example, when writing an essay training.dyslexiaaction.org.uk

How do we remember? Re-learning training.dyslexiaaction.org.uk This is when we revisit some previously learnt information or actions – riding a bike after a long time or revising modules training.dyslexiaaction.org.uk

How do we remember? Recall training.dyslexiaaction.org.uk Recall is the automatic access to long-term memory training.dyslexiaaction.org.uk

Strategies - mnemonics The Roman Room system The link system Number/rhyme Acronyms Here’s a website with some amusing and useful mnemonics:http://www.betterendings.org/Homeschool/Fun/mnemonic.htm Mnemonics is a method of memory that links information, lists, ideas using visual images or verbal rhymes Acronyms such as MAPS supporting self-checking for meaning, accuracy, punctuation and spelling training.dyslexiaaction.org.uk

Strategies – external aids Diaries Lists Alarms Phone prompts Post-it notes Using external aids to support memory training.dyslexiaaction.org.uk

Strategies – meaning Spelling rules Structure Organisation Understanding training.dyslexiaaction.org.uk

Strategies: attention If you learn something wrong, you will remember it wrong! It is important to focus attention when learning. A wrong turning on the way to a friend’s house may mean that you make the same mistake on your next journey. Therefore avoid distractions, focus and be explicit. training.dyslexiaaction.org.uk

Strategies - chunking Don’t swallow it whole! It is far better to build up a memory than to try to remember information as a whole. Chunking is a valuable strategy for all ages and many tasks. Onset/rime is an example of chunking – can you think of more? training.dyslexiaaction.org.uk

Strategies - overlearning Practice makes perfect What do we mean by ‘over-learning’? Keep practising until the skill or recall is automatic training.dyslexiaaction.org.uk

Strategies - activity Highlight Summarise Mindmap It is important to actively engage with the information, creating something to support recall training.dyslexiaaction.org.uk

Strategies - questions Who? What? Where? When? How? Encourage children to make up their own questions when learning a new topic so that they can review the material by answering their onw set questions training.dyslexiaaction.org.uk

Strategies - colour Involve colour in your image. Make the letter bright orange or pink with blue stripes. movement Have movement in the image: see the wings on the letter flapping up and down training.dyslexiaaction.org.uk

Strategies - images Exaggerate Image laughter Create images to help remember foreign language words. This is my image for the word for ‘cow’ in Spanish – ‘vacu’ – I picture a cow pushing a vaccum cleaner Exaggerate the image so that it is larger and looming! training.dyslexiaaction.org.uk

Strategies - review training.dyslexiaaction.org.uk This diagram illustrates typical forgetting curve and how memory can be topped up through regular review. training.dyslexiaaction.org.uk

Reviewing strategies Help children to sort and categorise Break down into chunks Include colour, sound, motion and vivid images Exaggerate and emphasise Link to images, stories, numbers or rhymes training.dyslexiaaction.org.uk

Reviewing strategies Integrate as many senses as possible Link to existing knowledge Link to meaning Review Repeat Practice until mastery has been achieved training.dyslexiaaction.org.uk

Working memory in the classroom Your turn for a working memory work-out Share some of your ideas to support children with working memory issues training.dyslexiaaction.org.uk