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Topic Ten: How to retain information in long-term memory
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the process of sustaining focused attention
2. Explain the concept of brain plasticity
3. Give an example of how to transfer learning from short-term to long-term memory
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the process of sustaining focused attention
2. Explain the concept of brain plasticity
3. Give an example of how to transfer learning from short-term to long-term memory
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Conceptual Framework: Organizing the brain for learning
In order for learning to be retained there are specific actions, within each learners, that can be utilized to facilitate the process. The first step is to focus attention of what you want to remember. This means involving your five senses in the moment. Memory is triggered by how engaged one is in the experience of the moment of exposure to learning. The more our five senses are stimulated during the learning process, the greater the chance of transferring the information from short-term to long-tern memory.
Sleep has a major role in the learning process. When the human brain is asleep, memory of information learned while awake is processed. This process can enhance the potential for consolidating memory in the pre-frontal cortex for later retrieval. Adequate rest/sleep optimizes the brains ability to consolidate previously acquired learning. There is a direct relationship between the learning experience and the timing of sleep that can be used to strengthen the memory of a learning experience. A learning experience can be processed with greater clarity both qualitatively and quantitatively during rapid-eye movement (REM) sleep. REM sleep triggers the processing of information/learning that is remembered during the entire sleeping period. The brain needs adequate rest/sleep to adequately process a persons learning exposure for later retrieval. Learning cannot be optimized without adequate sleep/rest. For example, even taking a 20-minute “power nap” will enhance learning retention.
It is important to understand that “cramming” does not facilitate learning. Expending time in an intensive “study” of material is not facilitative for long-term memory. The strategic spacing between “study” periods actually supports recall of learning. Short study sessions that consist of reviewing information strengthen understanding of the material to be learned. This process facilitates reflection about study material that provides connections between prior knowledge and newer pieces of information. Written reflection of information to be learned promotes long-term recall of that information.
Visual depiction of information to be learned enhances the memory of that information. Using visual images to represent ideas strengthens memory. Visual images reinforce learning for later retrieval of information. Visual images enhance understanding of information.
Making emotional connections between one’s prior knowledge and material to be learned strengthens later recall of new information. Emotional arousal stimulates the brain to consolidate learning for retention. Emotionally charged memories of information will increase likelihood of remembering the information.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
In order for learning to be retained there are specific actions, within each learners, that can be utilized to facilitate the process. The first step is to focus attention of what you want to remember. This means involving your five senses in the moment. Memory is triggered by how engaged one is in the experience of the moment of exposure to learning. The more our five senses are stimulated during the learning process, the greater the chance of transferring the information from short-term to long-tern memory.
Sleep has a major role in the learning process. When the human brain is asleep, memory of information learned while awake is processed. This process can enhance the potential for consolidating memory in the pre-frontal cortex for later retrieval. Adequate rest/sleep optimizes the brains ability to consolidate previously acquired learning. There is a direct relationship between the learning experience and the timing of sleep that can be used to strengthen the memory of a learning experience. A learning experience can be processed with greater clarity both qualitatively and quantitatively during rapid-eye movement (REM) sleep. REM sleep triggers the processing of information/learning that is remembered during the entire sleeping period. The brain needs adequate rest/sleep to adequately process a persons learning exposure for later retrieval. Learning cannot be optimized without adequate sleep/rest. For example, even taking a 20-minute “power nap” will enhance learning retention.
It is important to understand that “cramming” does not facilitate learning. Expending time in an intensive “study” of material is not facilitative for long-term memory. The strategic spacing between “study” periods actually supports recall of learning. Short study sessions that consist of reviewing information strengthen understanding of the material to be learned. This process facilitates reflection about study material that provides connections between prior knowledge and newer pieces of information. Written reflection of information to be learned promotes long-term recall of that information.
Visual depiction of information to be learned enhances the memory of that information. Using visual images to represent ideas strengthens memory. Visual images reinforce learning for later retrieval of information. Visual images enhance understanding of information.
Making emotional connections between one’s prior knowledge and material to be learned strengthens later recall of new information. Emotional arousal stimulates the brain to consolidate learning for retention. Emotionally charged memories of information will increase likelihood of remembering the information.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
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Example
Multi-sensory stimulation can enhance the learning process. An example of this can be found in audio-visual and tactile-kinesthetic engagement of any material to be learned. When I was in medical school, I would read my medical books pacing back and forth across the room while recording my voice on a recorder. I would, then, play my voice recording all night, while I was sleeping, with the recorder set on rewind and replay.
Multi-sensory stimulation can enhance the learning process. An example of this can be found in audio-visual and tactile-kinesthetic engagement of any material to be learned. When I was in medical school, I would read my medical books pacing back and forth across the room while recording my voice on a recorder. I would, then, play my voice recording all night, while I was sleeping, with the recorder set on rewind and replay.
![Picture](/uploads/3/8/6/0/38604647/9150390.jpg?341)
Positive support for learners
When a student gets stuck academically and seems “unable” to learn it is import to provide active supports for that student. The brain wants to make sense out of "chaos" that it is experiencing. Providing supports for learning is vital to not stifle the drive for discovery learning. Providing the learner a safety net during the learning process to reawaken intrinsic motivation can strengthen the learners resolve to accept personal responsibility for making sense out of problems to be solved and enjoying the learning process.
When a student gets stuck academically and seems “unable” to learn it is import to provide active supports for that student. The brain wants to make sense out of "chaos" that it is experiencing. Providing supports for learning is vital to not stifle the drive for discovery learning. Providing the learner a safety net during the learning process to reawaken intrinsic motivation can strengthen the learners resolve to accept personal responsibility for making sense out of problems to be solved and enjoying the learning process.
Self-Assessment
1. When you were a child, what supports for learning would have helped you feel more empowered about academic learning?
2. As a child, when learning supports were not provided what did you do next?
3. As an adult, when you feel overwhelmed by a task, what do you do to keep from giving-up?
1. When you were a child, what supports for learning would have helped you feel more empowered about academic learning?
2. As a child, when learning supports were not provided what did you do next?
3. As an adult, when you feel overwhelmed by a task, what do you do to keep from giving-up?