1. Enhancing memory
Some strategies

2. Understanding and memory
Sitting in class and understanding what is being presented is not enough to perform well in a test.

3. Understanding and memory
Students need to engage in an activity to enable them to remember what they understand.
Domains; Engage & Elaborate

4. Activation of prior knowledge
Teachers need to activate students’ prior knowledge about the new topic
What do you know about….?
What do you want to know about…?
These questions create a “hook” to hang the new information on.
Domains; Engage & Elaborate

5. Types of Rehearsal
Maintenance rehearsal consists of using a a memory strategy that keeps information in the short term memory. An example is repeating a telephone number over and over again.

6. Types of rehearsal
Elaborative rehearsal consists of making associations between the new information and what one already knows. This can be done by
Taking notes on a chapter while reading
Creating a mnemonic device
Elaborative rehearsal is more effective in moving information to long term memory.

7. Multiple Instructional methods
Using multiple senses enhances memory and learning.
Using spatial and linear formats consolidates ideas.
Providing students with a number of ways to recode information helps with long term memory storage and retrieval.
Domains; Explain & Explore

8. Interference
Students are presented with new information every 45 to 60 minutes.
Information presented in the first class will interfere with information presented in the second class.
Blocks of 90 minutes enhance consolidation of new information.
Domain; Explore

9. Episodic and semantic memory
Episodic memory stores events about the event or episodes in our lives.
Semantic memory is the memory of knowledge and concepts.
The effectiveness of both these memory systems varies so teachers should use multiple, varied activities, such as projects, field trips and group work.
Domain; Explain

10. Perceptual Priming
Perceptual priming is the phenomenon that prior perception of an object leads to easier subsequent perception of the same subject.
Domain; Engage

11. Conceptual priming
Conceptual priming exposes students to concepts via advance organisers such as introducing vocabulary, objectives and/or questions prior to reading or presentation of the new information.
Domain; Engage

12. Encoding Practice Encoding practice consists of
Reading of chapters and/or textbooks
Re-reading of chapters and/or textbooks
Outlining or mind mapping information
Mnemonic strategies.
The above are ranked according to effectiveness.

13. Retrieval practice
Retrieval practice means engaging in activities that call for the recall of stored information.
Effective strategies are
Asking questions
Practice tests
Studying with other students
Parents asking students questions
Composing and completing self-tests

14. Retrieval cues
Retrieval cues make it easier for students to access information in their long term memory.
They must be present when learning takes place in order to be effective.
Retrieval cues include
Multiple choice tests
Tests with word banks
Conceptual categories
Visual images or words

15. Graphic organisers DEECD website (good for graphic organisers)
Inspiration (sophisticated, very good for Mindmaps)
Interwrite (good graphic organisers )
Freemind (on Year 7 Notebooks already)
Visio (good for business and technology)

16. Mnemonics Method of loci Narrative chaining Peg word Acrostics
Acronyms

17. Mnemonics- Method of Loci
In this technique the subject memorizes the layout of some building, or the arrangement of shops on a street.
To remember a set of items the subject literally 'walks' through these loci and commits an item to each one by forming an image.
Retrieval of items is achieved by 'walking' through the loci.

18. Mnemonics- narrative chaining
Unrelated items are linked to each other by forming a story
The technique adds organisation and meaningfulness to otherwise meaningless material.
Helpful when you want to remember information in a particular order.

19. Mnemonics- Acronym
The first letter of each “idea” is formed into a memorable sentence.
Examples are
EGBDF- Every good boy deserves fruit
" First Place Often Takes the Trophy. " -Frontal, Parietal, Occipital, Temporal, are The lobes of the brain.
"Good Physicists Have Studied Under Very Fine Teachers“ -Maxwell relations.

20. Mnemonics- acronyms
Using the first letter of a sequence of words to produce a pronouncable word.
Some examples are
ANZAC
EFTPOS
NATO

21. Summary
Give students time to process information into their Long Term Memory.
Identify prior knowledge.
Involve all students’ senses.
Use multiple, varied activities.
Prime the students
Use mnemonics