Do-Now: Answer both questions in your journal by 2:05 pm. 1. Do you have a strong or weak memory? Explain. 2. Are there some things that are easier for you to remember than others? Explain.

Today’s objective and agenda Students will be able to describe and apply different encoding strategies by: 1.Do-Now 2.Hook: Seven dwarves 3.Notes on memory + encoding 4.CFU + share out 5.Practice using encoding strategies 6.Hot Seat (teacher lead) 7.Exit ticket 8.Why it matters + closing

Name the Seven Dwarves

Difficulty of Task Was the exercise easy or difficult? It depends on what factors? Whether you like Disney movies how long ago you watched the movie how loud the people are around you when you are trying to remember

Today’s objective and agenda Students will be able to describe and apply different encoding strategies by: 1.Do-Now 2.Hook: Seven dwarves 3.Notes on memory + encoding 4.CFU + share out 5.Practice using encoding strategies 6.Hot Seat (teacher lead) 7.Exit ticket 8.Why it matters + closing

Memory The persistence of learning over time through the storage and retrieval of information. As you might have guessed, the next topic we are going to examine is……. So what was the point of the seven dwarves exercise?

The Memory process Encoding Storage Retrieval

Encoding The processing of information into the long-term storage. Typing info into a computer Getting a girls name at a party

Storage The retention of encoded material over time. Pressing Ctrl S and saving the info. Trying to remember her name when you leave the party.

Retrieval The process of getting the information out of memory storage. Finding your document and opening it up. Seeing her the next day and calling her the wrong name (retrieval failure).

Now pick pick out the seven dwarves. Grouchy Gabby Fearful Sleepy Smiley Jumpy Hopeful GoofySleazy Shy Droopy MoodyHoppy Dopey Sniffy Wishful Puffy RenDumpy Sneezy Pop GrumpyCheesy Bashful Cheerful Teach Snorty Nifty Itchy Happy Doc Wheezy Stubby Poopy DiddyStimpy

Seven Dwarves Sleepy, Dopey, Grumpy, Sneezy, Happy, Doc and Bashful

Encoding Getting the information in our heads!!!! How do you encode the info you read in our text?

Automatic Processing Unconscious encoding of incidental information. Examples: what table you were seated at a restaurant; what you ate for breakfast, where on the page a word was, who you saw on the way to class today. Things can become automatic with practice (when you first learn a new word, every time you hear it, you consciously and effortfully pull up the definition from meaning; after hearing it 50 times, you can understand the word without effort – reading Shakespeare.)

Effortful Processing Encoding that requires attention and conscious effort. Examples: vocabulary for school, dates, names

Semantic Encoding Thinking about the meaning of a word helps with retention. Examples: Belligerent Conform Deficit Conundrum

Self-Reference Effect The idea that we remember things when they relate to ourselves. What can teachers do in class to take advantage of this?

Imagery Words that create mental images are easier to remember. Example: Belligerent versus Conform

Mnemonic Devices memory techniques that make use of visual imagery or organizational information Example: Simplify this problem: (2 X 5)/(7-4) Please excuse my dear Aunt Sally

Chunking Organizing items into familiar, manageable units. Chunk- from Goonies Take 10 seconds to try to remember this number list: Now, try again: 1492, 1776, 1812, 1941 What are some other examples of chunking?

Today’s objective and agenda Students will be able to describe and apply different encoding strategies by: 1.Do-Now 2.Hook: Seven dwarves 3.Notes on memory + encoding 4.CFU + share out 5.Practice using encoding strategies 6.Hot Seat (teacher lead) 7.Exit ticket 8.Why it matters + closing