Improving Long Term Memory, Margaret 2019

Reflection:
One student in particular in Room 4 seems to struggle getting things into his long term memory though many also seem to struggle to follow instructions so I did a little research to see what I could do differently.  Mostly I found strategies that I have been using but sometimes tend to forget when time is limited or you are trying to do spontaneous activites which have not been pre prepared.  In particular this is for maths which has a focus on getting things into students long term memory by repetition and mastery of concepts instead of answering a few questions right then moving on.  This however does not seem to be working for David.  One of the suggestions is have students write out their steps as they can see their method in another form and the act of writing it down helps to consolidate. 

Next Steps:
As MathsBuddy is all online David may need encouraging to write his answers and working out instead of doing it in his head even if he can.  Check to see if this along with some of the other strategies suggested make any difference when it comes time to take diagnostic test.  Possibly find another way to check his understadning rather than diagnostics as he seems to also have a mental block about these.  Paper test, oral test?? Test at all??

1. Give directions in multiple formats

Students benefit from being given directions in both visual and verbal formats. In addition, their understanding and memorizing of instructions could be checked by encouraging them to repeat the directions given and explain the meaning of these directions. Examples of what needs to be done are also often helpful for enhancing memory of directions.

2. Teach students to over-learn material

Students should be taught the necessity of "over-learning" new information. Often they practice only until they are able to perform one error-free repetition of the material. However, several error-free repetitions are needed to solidify the information.

3. Teach students to use visual images and other memory strategies

Another memory strategy that makes use of a cue is one called word substitution. The substitute word system can be used for information that is hard to visualize, for example, for the word occipital or parietal. These words can be converted into words that sound familiar that can be visualized. The word occipital can be converted to exhibit hall (because it sounds like exhibit hall). The student can then make a visual image of walking into an art museum and seeing a big painting of a brain with big bulging eyes (occipital is the region of the brain that controls vision). With this system, the vocabulary word the student is trying to remember actually becomes the cue for the visual image that then cues the definition of the word.

4. Give teacher-prepared handouts prior to class lectures

Class lectures and series of oral directions should be reinforced by teacher-prepared handouts. The handouts for class lectures could consist of a brief outline or a partially completed graphic organizer that the student would complete during the lecture. Having this information both enables students to identify the salient information that is given during the lectures and to correctly organize the information in their notes. Both of these activities enhance memory of the information as well. The use of Post-Its to jot information down on is helpful for remembering directions.

5. Teach students to be active readers

To enhance short-term memory registration and/or working memory when reading, students should underline, highlight, or jot key words down in the margin when reading chapters. They can then go back and read what is underlined, highlighted, or written in the margins. To consolidate this information in long-term memory, they can make outlines or use graphic organizers. Research has shown that the use of graphic organizers increases academic achievement for all students.

6. Write down steps in math problems

Students who have a weakness in working memory should not rely on mental computations when solving math problems. For example, if they are performing long division problems, they should write down every step including carrying numbers. When solving word problems, they should always have a scratch piece of paper handy and write down the steps in their calculations. This will help prevent them from losing their place and forgetting what they are doing.

7. Provide retrieval practice for students

Research has shown that long-term memory is enhanced when students engage in retrieval practice. Taking a test is a retrieval practice, i.e., the act of recalling information that has been studied from long-term memory. Thus, it can be very helpful for students to take practice tests. When teachers are reviewing information prior to tests and exams, they could ask the students questions or have the students make up questions for everyone to answer rather than just retelling students the to-be-learned information. Also, if students are required or encouraged to make up their own tests and take them, it will give their parents and/or teachers information about whether they know the most important information or are instead focused on details that are less important.

8. Help students develop cues when storing information

According to the memory research, information is easier retrieved when it is stored using a cue and that cue should be present at the time the information is being retrieved. For example, the acronym HOMES can be used to represent the names of the Great Lakes — Huron, Ontario, Michigan, Erie and Superior. The acronym is a cue that is used when the information is being learned, and recalling the cue when taking a test will help the student recall the information.

9. Prime the memory prior to teaching/learning

Cues that prepare students for the task to be presented are helpful. This is often referred to as priming the memory. For instance, when a reading comprehension task is given, students will get an idea of what is expected by discussing the vocabulary and the overall topic beforehand. This will allow them to focus on the salient information and engage in more effective depth of processing. Advance organizers also serve this purpose. For older students, Clif Notes for pieces of literature are often helpful aids for priming the memory.

10. Review material before going to sleep

It should be helpful for students to review material right before going to sleep at night. Research has shown that information studied this way is better remembered. Any other task that is performed after reviewing and prior to sleeping (such as getting a snack, brushing teeth, listening to music) interferes with consolidation of information in memory.

From
http://www.readingrockets.org/article/10-strategies-enhance-students-memory


Link to Teaching Standard


-  Develop learning focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

Questions I might ask myself

• Do I understand effective pedagogy as described in the NZC?
• What are ways that I can successfully engage ākonga?
• Strategies
•  Discussing my practice with colleagues and being open to new ideas.
• Understanding and using a range of innovative, co-operative and inquiry learning approaches.

Mihi Assessment: Margaret 9 April 2019

Appraisal Documentation

TBCS - PRT Programme - Judy-Anne

I finally got around to sorting through the Provisionally Registered teachers paperwork we had at school. Managed to get it down from one box to 2 folders, plus one folder of an outline from the Education Council to check. I discovered that lots of the good stuff which was in the TBCS folder was actually from templates from the Education Council. Good thinking not to reinvent the wheel Lyn! 

It was great being able to throw out lots of bits of paper- including multiple copies of the now out of date registered teacher criteria. It also means I now have manageable amounts of information to follow, access and store. Although the mentoring process is not supposed to be a 'tick the box' process it does give me  some good guidelines. 

Now Margaret and I just need to sort out a process for recording our meetings and communications. 

My plan is to observe her this afternoon with a focus on Behaviour Management. 

It's funny how everyone is concerned about their behaviour management!

Margaret - Problem Solving in real life

Measuring out distance throw for athletics

Digging and weeding out the long jump pit

Measuring out weed mat to place on the garden before covering it with bark.

Activities with real purpose

As a teacher I sometimes get a bit overwhelmed by what needs to be organised for lessons or activities and tend to forget that organising the students to do this gives them a real chance to take responsibility, apply learning, develop leadership and learn some valuable life lessons that are not necessarily academic.  Steve had organised the playground to be re barked so as part of this he arranged for students to go out in small groups to do this along with having some of the more capable maths students work out how to place the weed mat down.  This involved measuring the area and working this out as a group.  Athletics provided another opportunity for students to set up stations for ball throw, sprints and relays which involved maths and team work again.  It was interesting to watch them getting on with the task.  Usually a leader came out, those with more gardening skills taught the others such as how to use a shovel effectively, weeding.

Next steps:  Continue using these opportunities of "caretaking" around the school as they come up either as whole class, small groups, energisers for those needing a break from class work

Margaret Term 3 Asttle writing moderation

https://e-asttle.tki.org.nz/Teacher-resources/Marking-resources-for-e-asTTle-writing#Marking

Writing Moderation
Room 4 had their testing last term which included an asttle writing recount.  As I hadn't marked these before Steve showed me the rubrics and the exemplars to follow.  I marked a few before sitting down with Steve for moderating to check we were on the same page.   It was very helpful to have this guidance and going over areas in more detail that I was unsure about and was able to continue the marking.  The tests showed up so far areas that need working on for the rest of the year including expanding on ideas, especially becoming more complex/global, expanding vocabulary and adding interest with personal reflections, adjectives etc.

This could be achieved with some shared writing and rewriting/improving parts of their recount.

Camp Week Margaret

While Year 7 and 8s were on their leadership camp Judy-Anne and I decided to have a camp themed week ourselves at school.  Although there were many activities organised there was a lot of free choice and free time.  At the start of the week we noticed many of the students struggled to find things to do or choose an activity as they were so used to be being told what to do.  Eventually after an hour or so we noticed children settling into a task or game that they had created and become immersed in something that really interested them.  Even the older students when given boxes, tents, sleeping bags, sports equipment etc and a few prompts were thoroughly engaged in building huts, playing camp and organising games.  We found this was a really great way to get to know the students better, know their interests and found many things to follow up with in the classroom based on individual interests which promotes motivation.

 We were lucky we had so many parents volunteer to take activities such as cooking, sewing, bees wax creations, campfires and damper.  The students really got into the spirit of camp week and we found there was less behaviour problems when the students were allowed that freedom to choose which I guess relates to play based learning.

Margaret - Cook Island Week Activities

Cooking groups - students were in charge of organising their groups - collecting ingredients, following instructions, cooking waffles, cleaning up (not so great)

Paper Tivaevae - this could link in with our sewing.

Cook Island week was a chance to do some fun activities with the students while integrating the topic into all curriculum areas - writing, reading, maths, research skills, group work, art, Te Reo.

The class worked very well together in the run up to making Coconut Waffles.  They had to type up the recipe from me reading it out which was a good way to ensure they all knew the recipe before they started cooking.  They managed to organise themselves in their cooking groups also without too much directions - giving themselves different roles and making sure everyone had a turn. Would like to continue with this topic as the students were very engaged and lots of information to follow up on through their mini research.  Would try cooking again but with a more successful recipe.  The Cook Island donuts I made with room 1 were much tastier.

Link to Standards:

Treaty of Waitangi Partnership

• Understanding and using existing models of effective practice (e.g., Te Kotahitanga and Ka Hikitia).

Learning Focused Culture

• Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 
• Fostering tuakana/tēina relationships.

• Understanding and using a range of innovative, co-operative and inquiry learning approaches.

Margaret - Fostering tuakana/tēina relationships during Maths

During maths there are quite often students working on completely different lessons of varying levels which I find challenging trying to get to everyone to help.  During my observations of Steve in the class, I noticed he allowed the other students to help each other when they became stuck.  Quite often the other student could explain it in way that was understood and reinforced their own understanding at the same time.  This takes the pressure off the teacher to get to everyone and gives the students an important role.  I actually asked the class after one maths session where I saw many "teachers",  "Who had helped someone/been helped by someone and did they learn something new"  Finn had sat with Francis and showed him a different way to work out long division which Francis finally got.  I could see that both were quite pleased with the outcome.  I still need to reinforce the difference between helping and telling though and check some are not doing the work for others.

• Fostering tuakana/tēina relationships.
• Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 

Margaret - Writing songs using cooperation

(Video still to come)

During our devotions unit, the students were learning about cooperation.  Part of this was learning that cooperation makes music - meaning we create great things through cooperation.  The students task was to work in groups - randomly selected - to turn their own chosen nursery rhyme into one new song.  The class focused on 1 cooperative skill ( listening, pulling our weight, working well together) each session and rated themselves and their group at the end.  The unit ended with the students performing their song in front of the class and having the class judge how they thought their group worked together.  The class came up with some neat songs ( a little bit silly) but most managed to put differences aside and get the task done.

Next steps: 
- video the students performing their songs to post on seesaw for parents
- Self Assessment on their group linked to the skills learnt.
- in future cooperative tasks link to skills learnt in this unit.

Standard
Learning Focused Culture
Strategies:

• Understanding and using a range of innovative, co-operative and inquiry learning approaches.
• Monitoring ākonga closely to ensure they are treated respectfully and are included in all aspects of school life.

Margaret - Using Shared Document on Google Drive

As a class we tried  working together on a shared doc where the students had to watch a video and make comments on the pros and cons.  The task was set up on the class screen so I could see everyone who was working on it.  It was quite interesting to see them work out where they could type when someone else was there and they soon realised they could add comments to their classmates work.  It was great to see them adding positive comments to each others work as they read through and I felt this really helped those struggling writers or those who are always asking what to do as it was being modelled right there in front of them.  I could also add my comments and corrections for students to fix when they told me they were done.  This was done in real time so feedback was immediate.  I felt this worked really well especially with the students adding such positive comments which led to quite a positive atmosphere.
Next steps :  Find out how to freeze parts of a shared doc such as instructions so students cant change anything
Continue to discuss expected behaviours (not messing with other peoples work, encouraging comments only) when working collaboratively in this way ( the same as any other situation) and have these displayed around the room.

Setting up Seesaw on students laptops

Room 4 were posting onto seesaw only through the ipad before so they could only do this one at a time.  Steve and myself thought to make this process simpler and more efficient we could put the seesaaw app onto their laptops so students can post straight from there.  Today was a huge learning curve for everyone, myself included.  Steve set Finn up with Seesaw first, then he proceeded to teach two others, then they two others until the whole class had it set up and knew how to post there writing tasks.  There are still a few issues to work around such as some students cant seem to post from google docs and taking the time each break to check and approve work before they are posted.  Each time we go through this process of having the students learn the skill, then teach to others, I learn something new too to apply within the class, while reinforcing for the students.  As a result, more individual items are going home to families on the same day as its being completed and students can see comments from parents immediately.

Growth Mindset vs. Fixed Mindset - Learner Agency

A video to share with students in relation to developing learner agency.  Students need to have the right mindset in order to take ownership of their learning and make those decision on the best way for them to learn.