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CALSC-Communication and Learning Skills Centre An Introduction to the Mastering Memory software – Part 2
Jane Mitchell
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SLIDE ONE – OBJECTIVES FOR THE PRESENTATION
This presentation by Jane Mitchell of CALSC is the second part of a quick run-through of the Mastering Memory software.
It shows the main screens of the program in enough detail to get you started but is not in any way a substitute for reading the Mastering Memory Manual.
The Mastering Memory software accompanies the manual and is a tool which can be used to demonstrate various visual and auditory memory sequences. The software is designed to promote discussion on memory strategies , which the student can practise using the software. However, when the student has understood a memory strategy using the software it is important that the teacher encourages the student to generalise the memory skill that he or she can see its potential application in real life. It is equally important to consider situations in which the skill might be used so that real transfer of the skill can be achieved.
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2. SLIDE TWO – THE DIFFERENT MODULES THAT ARE AVAILABLE
The Mastering Memory software includes a number of different modules. The teacher should select a module which contains vocabulary with which the student is already familiar. The teacher should use the software to illustrate and teach memory strategies and the focus should not be on teaching new vocabulary.

3. SLIDE THREE – FOUR DIFFERENT LEVELS OF DIFFICULTY
The next few slides illustrate some of the different ways of changing the sequences that are shown.
This slide shows that there are four different levels. The blue level is relatively simple whereas sequences of pictures at the yellow level can be quite hard for normal adults to remember.
Each level gets progressively harder by increasing the linguistic and perceptual complexity, not just by increasing the number of items to be remembered. This is more natural and similar to increasingly complex instructions or details that need to be remembered in real life.

4. SLIDE FOUR – EACH LEVEL OF DIFFICULTY HAS FOUR CATEGORIES OF PICTURES
Each level has four different categories of pictures that can be selected. This means there should be a topic of interest with appropriate vocabulary for a wide variety of users.
Each category has six pictures from which sequences are drawn.

5. SLIDE FIVE – UP TO FIVE PICTURES CAN BE SHOWN IN A SEQUENCE
The teacher can choose the number of pictures to be shown in the sequence, from one to five.

6. SLIDE SIX – VISUAL AND AUDITORY MODALITIES OF PRESENTATION
There are three possible modalities of presentation:
Pictures and sound together
Just the pictures
Just the sounds (i.e. the names associated with the pictures)
This facility can be useful for making an initial determination of a students preferred learning style – visual, auditory or a combination of the two. It is especially useful as a starting point for discussing learning styles with older pupils, as they get instant feedback on whether the style they think is easiest for them really is the best.

7. SLIDE SEVEN – NUMBER OF SECONDS FOR WHICH EACH PICTURE IS SHOWN AND TEACHER CHOICE OF PICTURES
The number of seconds for which each picture in the sequence is shown can be varied between one and nine seconds.
An interesting aspect here is that some pupils are surprised to find that it can be more difficult to receive one picture every nine seconds compared to one every two seconds. This might lead to a variety of discussions including one on whether the pupil likes to see the whole sequence first and then chunk it down into its constituent parts or whether they prefer to build up the sequence by concentrating on the individual parts one at a time to start with. This can relate back to study skills very directly.
The screen also has a TEACHER button. This can be used by the teacher to determine precisely what sequence of pictures is to be shown if he or she wants to make a particular point. Otherwise the RANDOM button will result in a random sequence of pictures being presented which might be easy or difficult (in line with the selections concerning number of pictures, time per picture already made).
The YOU SELECT button means that each picture in the sequence will only be shown when the pupil clicks the mouse button. Some pupils have looked at a picture for at least five minutes before having the confidence to move on to the next picture in the sequence. This is perfectly OK.

8. SLIDE EIGHT – A DIFFICULT SEQUENCE FROM SIGNS AND SYMBOLS
SLIDE EIGHT – A DIFFICULT SEQUENCE FROM SIGNS AND SYMBOLS. DIRECTION IS IMPORTANT.
Finally, this sequence of pictures from the Signs and Symbols module demonstrates just how hard some of the sequences can be.
It is evident that in order to remember the sequence the pupil must notice direction as well as content. The direction in which a picture faces is an aspect that comes up quite often at Levels Three and Four. (In the Children’s version there are pictorial representations such as dogs or cats facing right or left.)
The aim for some pupils is for them to realise that it is important which way the picture faces, this can be used as a link to the direction in which various letters face in spellings.
Equally, the precise sequence is vital, otherwise you will not be able to reach your intended destination! Similarly, in maths, a link can be made to the importance of the equals sign “=“ and what happens when an item in a formula is moved from one side of the sequence to the other.

9. SLIDE NINE – A DIFFICULT SEQUENCE FROM SIGNS AND SYMBOLS
SLIDE NINE – A DIFFICULT SEQUENCE FROM SIGNS AND SYMBOLS. DIRECTION IS IMPORTANT.
More generally, sequences and direction are important and can be found in all sorts of subjects:
English: planning an essay using start-middle-end
Maths: how brackets affect order; 3x4-2 is different to 3x(4-2)
History: the order of events leading up to a battle
German: the grammatical order of the parts of a German sentence
Geography: the sequence in which a small village might develop into a town
Chemistry: the order of events in a chemical reaction
Biology: the order of events in cell division
Physics: the direction in which a force acts upon an object
The teacher would choose examples that are relevant to the individual and it is this bridging which encourages transfer of the skills learned with the computer to everyday life.

10. CALSC Mastering Memory
SLIDE TEN - CONCLUSIONS
An understanding of memory is fundamental to study skills:
The ability to understand how one’s memory works and what strategies can help improve ones short-term memory is a fundamental aspect of study skills. The transfer of these skills to everyday and school situations is a vital part of the program discussed in the manual and essential to discuss with the pupil from the start.
Mastering Memory is a useful tool for improving short-term memory:
Mastering Memory can be extremely useful as a tool for schools to help pupils who need help at this level. The program is used as a source of experience from which pupils can discuss their approach to memory and can be introduced to other memory strategies that might be helpful to them.
These slides are available for download from the relevant sections of the website at