1. BIM 10 Memory and Recall

3. Memory
The creation of a persistent change in the brain by a transient stimulus

4. The only way we know students have learned something is if they demonstrate recall.

5. Memories are Malleable
This principle reminds us that our memories are a process, not a fixed thing. Memories can be—and often are— altered or lost.

6. Let’s begin with an experiment!
Leave your pen down.
Look at the following list carefully.
Try to remember the words as best you can. You will have 30 seconds.

8. Now write down as many words as you can. You have 2 minutes!

9. Debrief time: How’d you do?
This is an example of “misattribution” which happens in classrooms every day .
Many will mistakenly recall words that were never on the original list.
Which words did you add?
Kids rarely remember what was said even when there were only 14 simple words.

10. Memory is organized around survival!
Location of food and shelter
How to cook, eat, walk, run
Bad foods and harmful chemicals
Disease prevention
Names of family, friends
Names of people who harm us
Would you…please…thanks!
Memory is organized around survival!

11. Generally there are 2 broadest categories for memories:
EX____________ memories – also known as “declarative” or “semantic”, meaning that we were taught them directly.
*Ex. Telling someone how to ride a bike
IM___________ memories – may also be procedural (a skill or action), emotional, or a conditioned stimulus (an association we made that linked together 2 things).
*Ex. Riding a bike

12. 1 2 3 2

13. Memory Pathways
Pathways are the actual physical trail in the brain that encodes and stores the property.
We store things in different pathways.
Each pathway has different strengths.
More pathways used means more robust memory.

14. What are 2 main pathways of explicit memories?
Semantic - WHAT
Episodic -- WHERE
Facts, figures, and textbook info
Episodic memory motivated by curiosity and novelty
Word and picture based
Reading/ being read to
lecture
DVD
Seeing pictures
Mediated by hippocampus
You must have been there personally
Location/Circumstance based
Field trip
Changing locations
Autobiographic memories
*stand-up reviews
*learning stations
*labs
*go outside
*change rooms
*chunk info
*read, stop, write
*partners
*error correction

16. Mix – Freeze – Pair Person A – Has on the funkiest belt (or shoes)
Person A goes 1st, naming and explaining 1 main pathway of explicit memories
Person B names and explains the 2nd main pathway of explicit memories

17. What are 2 main pathways of implicit memories?
Procedural - HOW
Automatic -- WOW
Cerebellum
Habit memory
Uses hands-on learning and movement in learning
Driving
Eating
playing instrument, sports….
Reflexive-intense sensory input or repetition
Amydala and frontal cortex
Processes emotions
Being afraid, excited, attracted to another
Trauma
Fun
Food poisoning
Aromas
*flashcards
*raps
*celebrations
*Hands-on experiments/projects
*role-playing, charades, dance, drama
*games, puzzles, puppets, manipulatives, learning stations

18. Name and explain the 2 main pathways of implicit memories

19. Why do we forget? Memories Are M_____
The old paradigm is that our memory works like a still photograph or an audio recording.
But memory is not a “thing;” it is an ongoing process.
This discovery means that memory is neither fixed nor permanent.
Using smarter memory strategies means far less re-teaching.

20. The brain must reconstruct the fragmented memory pieces!
Do we have a memory bank?

21. Original encoding Maintenance Retrieval How do we make a memory?
With your shoulder partner: Use your reading guide to remember and define these 3 parts of memory making.

22. How do we make a memory ?
Thousands of neurons are activated to retrieve 1 memory.
Encoding is enhanced by a good night’s sleep. The more complex the memory, the more helpful is sleep!
The more pathways for the memory, the stronger the memory.

23. Pathways Review
Name and explain the 2 main pathways of explicit AND implicit memories
Think
Pair
Share

24. Storage/Retrieval Mediated by:
• Glucose consumption
• Stress/Distress
• Gender
• Speed of Input
• Rest/Sleep
• Vitamin/Mineral levels
• Drugs/Meds
• Type of Input
• Background of subject

25. Expect students to
forget!
Plan to Review!

26. How can teachers help with memory retrieval?
See pp

28. Barney Fife Forgets