1. Dr. Rania Zaini December 2009

2.  Students are expected to: Understand the nature of memory Utilize techniques to improve memory Develop their memory curves draw mind maps Utilize mind map for creativity rgzaini@gmail.com 2

3.  Short term memory  Long term memory rgzaini@gmail.com 3

5.  Think of your memory as a vast, overgrown jungle.  This memory jungle is thick with wild plants, exotic shrubs, twisted trees, and creeping vines

6.  In the jungle there are animals, millions of them.  The animals represent all the information in your memory

7. Imagine what happens as a thought, in this case we'll call it an elephant, tramps across short-term memory and into the jungle. The elephant leaves a trail of broken twigs and footprints that you can follow.

8.  The first picture  The more well-worn the path, the easier it is to retrieve the thought. In other words, the more often the elephant retraces the path, the clearer the path becomes.  The more often you recall information, and the more often you put the same information into your memory, the easier it is to find.

9.  The second picture  Many animals gathering at a clearing—like thoughts gathering at a central location in the memory.  It is easier to retrieve thoughts that are grouped together, just as it is easier to find a herd of animals gathered in a clearing than it is to find one elephant.

10.  The third picture  Releasing the elephant into the jungle, turning your back on it, and counting to 10. When you turn around, the elephant is gone. This is exactly what happens to most information we receive.  The remedy is simple: Review quickly. Do not take your eyes off the animal as it crosses the short-term memory meadow  Review it soon after it enters the long-term memory jungle. Wear a path in your memory immediately

11.  The fourth picture is one with you in it.  You are standing at the entrance to the short-term memory meadow, directing herds of animals as they file through the pass, across the meadow, and into your long-term memory.  You are taking an active role in the learning process. You are paying attention.  You become part of the process, and as you do, you take control of your memory.

12.  Visualization (Pictures) 1. A well know Path 2. A herd of thoughts 3. Turning your back 4. You are directing the animal traffic rgzaini@gmail.com 12

13.  Much of your ability to remember comes down to skill.  Learning techniques help you concentrate and organize information, to improve your ability to remember.  But it will take time and effort on your part to learn and master these skills. rgzaini@gmail.com 13

14. rgzaini@gmail.com 14 Memory Techniques

15.  Organize it: organize the information is easer to find.  Use your body: learning is an active process, get all your sense involved  Use your brain: Work with your memory  Recall it : rgzaini@gmail.com 15

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19.  Organize it: 1. Learn from general to specific rgzaini@gmail.com 19

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23.  Use your body : 1. Learn it once actively,  People remember 90% of what do;  75 % of what see;  20 % of what hear; 2. Relax 3. Create Pictures 4. Recite and repeat 5. Write it down rgzaini@gmail.com 23

24.  Use your Brain: 1. Reduce interference 2. Over learn 3. Escape the short-term memory trap 4. Use daylight 5. Distribute learning 6. Be aware of attitudes  Acknowledge your preferences (strength and Limitations ) 7. Choose what to store in your memory 8. Combine memory techniques rgzaini@gmail.com 24

25.  Recall it: 1. Remember something else 2. Notice when you do remember 3. Use it before you lost it 4. Remember, you never forget. rgzaini@gmail.com 25

26. rgzaini@gmail.com 26 Memory Curve UP

27.  Imaginary line illustrating the process of remembering and forgetting  Try to create an optimal memory curve- takes practice  Reinforce and expand your learning style dimensions IMMEDIATELY after you learn something new  Use other sensory modalities to remember

29.  Break it down into small pieces  DAILY routine of memory reinforcement  Guard against Procrastination (delay and defer)

30. rgzaini@gmail.com 30 Common Cases for Academic Difficulties

31. rgzaini@gmail.com 31 What's are your problem?

32.  Time Management issues travel, family, friends, other activities  Material management issues not preparing, no daily reinforcement no CONSCIOUS system of study no “ own notes”  Mental Health issues depression, LD, ADD

33. rgzaini@gmail.com 33 Tips

34.  Create a schedule and follow it (it is your best friend)  Skim read/ pre read generate questions, new terms, charts, graphs, compare/contrast data  Attend lecture  Sit in the front, away from distraction, good lighting

35.  Analyze data  Memorize- see, hear, say, apply, teach  Mnemonics for physical objects courses (Funny ones)  Flash cards  Create your OWN flow charts, compare/contrast

36.  Fit new material into existing info  Practice every day the first week of exposure, use all your senses, and reinforce  You will be able to cut down on study time later for memory brush ups  Add music to your environment if auditory rgzaini@gmail.com

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38.  A diagram used to represent words, ideas, tasks, or other items linked to and arranged radially around a central key word or idea. Mind maps are created around a central word to which associated ideas are added. Our brain uses mostly association and visualization. rgzaini@gmail.com 38

39.  To organize ideas, structure our thinking, classify knowledge or simulate memory and creativity.  It’s also helpful in learning, decision making or problem solving.  To find a lot of practical applications daily: notes taking, planning, meeting or presentation preparation rgzaini@gmail.com 39

40. rgzaini@gmail.com 40 Learning Teaching Problem Solving

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