10/3/ You’re Hired…Now What? Memory and Classroom Application TESL Ontario 2010

10/3/ Language in the Workplace Short time frame Workplace context Realistic progression expectations Targeted goals AGENDA Diverse learning styles Brain Compatible Context Memory Related Strategies

10/3/ “Memory is the retention of information over time.” “Learning and thinking styles are not abilities; rather the are preferences in how people use their abilities.” Santrock, et al., Educational Psychology, 2004

4 Brain Compatible Learning 3 Conditions for Complex Learning 1. Relaxed alertness – low threat, high challenge state of mind 2. Orchestrated immersion – multiple, complex, authentic experience 3. Active processing – making meaning through experience processing Cain and Cain, Mind/Brain Learning Principles, /3/2015

5 Marcia Tate : Adults Learn Best When…  They have input into content selection and development  Variety of learning strategies are used  Focused group discussion and problem solving  Learning is connected to background knowledge  Have time to reflect  Ongoing support is available Tate, M., ( 2004), Sit and Get Won’t Grow Dendrites, Corwin Press Write Discuss Input Reflect Do

10/3/ Processing information in memory Encoding getting it into memory Storage retaining over time Retrieval taking it out of storage

10/3/ Encoding Elaboration – examples – self reference – distinctive memory code Constructing images – more detail Organization – outlines – charts – chunking Deep Processing – personal meaning Rehearsal – conscious repetition – rote

10/3/ Storage Sensory - quickly lost Short Term Memory - 30 seconds Long Term Memory - relatively permanent Peter Walsh, Full Frontal Learning, McMaster University, Academic Skills, 2004

10/3/ Retrieval Serial position – primacy and recency Recall – fill in blanks, and essay writing Recognition – identify learned information – multiple choice

10/3/ R. Oxford – Language Learning Strategies Memory related: grouping, words in context, mental linkages, mental images, rehearsal elaboration Oxford, R., ( 2001) Language Learning Styles and Strategies, Teaching English as a second or foreign language, Heinle & Heinle

10/3/ Translating to the Workplace Addressing the various styles Giving options Allowing personal relevance Chunking information Language patterns Dialogue and elaboration You’re Hired…Now What?

10/3/ Questions? Beverley Payne Workplace Lead Instructor Terry Webb Wheable Lead Instructor Adult ESL Thames Valley District School Board THANK YOU