1. MEMORY What if… Why How What Chapter 3
You can boost your study skills.
Skim this chapter for three techniques you’d like to try this week.
Power Process: Love Your Problems
Take your memory out of the closet
The Memory Jungle
Mnemonic devices
Master Student Maps that introduce each chapter and each chapter’s PowerPoint show guide the student through the chapter overview while reinforcing the four key questions of the Kolb Learning Style Inventory – Why? What? How? and What If? You may wish to highlight key articles as you walk students through this slide, or ask if there are any questions about any of the articles.
What if…
I could use my memory to its full potential?

2. LOVE YOUR PROBLEMS Loving a problem does not mean liking it.
3 approaches for responding to problems:
Deny
Resist
Love*
*as in “unconditionally accept”
Loving a problem does not mean liking it.
Loving a problem means admitting the truth about it so we can take effective action.
Loving a problem can free us of the problem once and for all.
Problems occur in all aspects of life. Students have many problems throughout their college education. This book and this course will teach many tools for problem solving. This is one of them.
Often there are three approaches to dealing with problems. One is to deny the problem or avoid it. Another is to resist or fight with the problem. A third approach, which may seem somewhat paradoxical, is to LOVE a problem. Generally, a problem is often the last thing one considers loving.
By loving, or embracing the problem, we may increase our chances of solving our problems. The strategy is simple. The challenge is to really embrace our problems in order to maximize our opportunity to resolve them.

3. Take the problem/fear challenge:
LOVE YOUR PROBLEMS
Power Up Now
Take the problem/fear challenge:
Write down three of your problems or fears (yes, admitting is the first step ).
Now, write down three ways you can face these problems or fears (come up with realistic things you can do to improve in these areas or situations).
Choose one problem or fear to start conquering this week!
List three ways you can beat this problem/fear.
List the steps you will take this week in your fear challenge.
List the steps you will continue to take over the next year to keep improving.
Write a paragraph reflection on how you felt taking on the fear challenge and about your progress so far.
If comfortable sharing with the class, tell how you are doing with your chosen fear challenge.

4. 6 KEY PRINCIPLES YOUR MEMORY AND BRAIN –
Memory is something you do—not something you have.
The memory process works in stages.
Your brain’s contact with the world comes through your five senses.
Encoding involves making choices about what to remember and how to remember it.
There are strategies to help you decode.
You must take care of your brain.

5. JUNGLE THE MEMORY 4 Visualizations well-worn path herd of thoughts
turn your back
direct the traffic
Video: Right click to pause, rewind, and play.

6. Escape the short-term memory trap
TECHNIQUES
Escape the short-term memory trap
Understand the nature of short-term memory.
Chunk it.
Recite and repeat.
Review as soon as possible.
Three memory tools will help students memorize by organizing material. Ask students to provide an example of using each of these tools to memorize information.

7. TECHNIQUES Encode by thinking 25 MEMORY Be selective.
Elaborate with questions.
Organize it.
Create associations.
Create pictures.
Restate it.
Write it down.
Make flash cards.
Overlearn.
Intend to remember.
Five memory tools are active. Each has a physical component. Ask students to provide an example of using each of these tools to memorize information.

8. TECHNIQUES Encode by feeling 25 MEMORY
Make friends with your amygdala.
Relax.
Use your times of peak energy.
Be aware of attitudes.
Relate the material to a personal goal.
Eight memory tools emphasize the brain’s role. Do your students use any of these currently? Which additional one do they intend to practice?

9. TECHNIQUES Sit at full attention, stand up, and move. Use it.
25 MEMORY
TECHNIQUES
Encode by moving
Sit at full attention, stand up, and move.
Use it.
Four memory tools rely on the value of recalling information to move that information into long-term memory. Ask students to provide an example of using each of these tools to memorize information.

10. TECHNIQUES Recall it 25 MEMORY Distribute learning.
Remember something else.
Recall it often.
Teach it.

11. Rich sensory experience Long-term care
YOUR BRAIN –
ITS CARE AND FEEDING
Meaningful patterns
Rich sensory experience
Long-term care
Your brain matures during your life. How do these three tools nurture your brain throughout your lifetime? Facilitate a class discussion about this.

12. MNEMONIC DEVICES Make up new words Use creative sentences
Create rhymes and songs
Use the loci system
Use the peg system
Mnemonic devices are memory tricks that work once you know how to us them. Five examples are described in the book. Ask students to choose one and summarize it and how it works.

13. MNEMONIC DEVICES Three limitations: 1. They don’t help you understand.
2. They may be too complicated to learn.
3. They may be forgotten.
Mnemonic devices have limitations and it’s important to review these with students so they understand not only the strengths but also the weaknesses of these memory tricks. 13

14. REMEMBER LET TECHNOLOGY HELP YOU Use memory apps Use online notebooks
Anki (
Memory Trainer
iCue Memory
Luminosity Brain Trainer
Mind Games
Use online notebooks
Evernote (
Springpad (springpadit.com)
Zoho Notebook (notebook.zoho.com)
Store important information for easy access
Delicious (
Diigo (
Pinboard (pinboard.in).
Name digital documents for easy recall
Use outlining software to encode information

15. REMEMBERING NAMES Recite & repeat Ask for recite & repeat Visualize
Admit you don’t know
Introduce yourself again
Use associations
Limit number of names
Ask for photos
Go early
Make it a game
Use technology
Intend to remember
Ask students how they felt when someone unexpectedly remembered their name. There are several useful tools to help remember names, which are valuable tools in college, at work, and in building relationships. Pick one of the tools and ask students in your class to use it to memorize the name of every student in class. A short movie clip provides a student testimonial about the Memory chapter and the effectiveness of its techniques.
Video: Right click to pause, rewind, and play.