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Semelhante a When memorization just doesn’t work presentation
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When memorization just doesn’t work presentation
- 1. WHEN MEMORIZATION JUST DOESN’T WORK: STUDY SKILL STRATEGIES THAT EXTEND BEYOND THE NOTION OF MEMORIZATION AND INTO SKILL UTILIZATION. D. HENDERSON CHASS ACADEMIC ADVISING SUPPORT CENTER N O RT H C A R O L I N A S TAT E U N I V E R S I T Y
- 2. GOALS OF THE WORKSHOP • Quick Facts of Learning • Teach-Reteach Method • Group/Collaborative Study • Strategies
- 3. OVERVIEW • Study Skills Life Skills • Mastery • Practice/Repetition • Organized • Meaning Making
- 4. QUICK FACTS ABOUT LEARNING • Maintenance vs. Elaborative Rehearsal • Past Experiences/Knowledge • Level of Processing • Deep vs. Shallow Learning
- 5. TEACH- RETEACH METHOD • Construct & Reconstruct Knowledge • Collaborative/Group Learning
- 6. STEP 1. TEACH WHAT YOU HAVE LEARNED.
- 7. STEP 2. RETEACH WHAT YOU HAVE LEARNED. What about violet? There is also yellow!
- 8. STEP 3. CHECK FOR UNDERSTANDING. How did we get Why is it this? like this? There is also yellow!
- 9. GROUP/COLLABORATIVE STUDY • Pros • Strengths & Weaknesses • Reinforce Learning • Link Concepts • Cons • Minimal Efforts • Off Task
- 10. STRATEGY 1. GUESSING GAMES • Write out concept/definitions. • Teach-Reteach. • Use fill in blank. • Check for understanding.
- 11. STRATEGY 2. CONCEPT MAPS • Link concepts Sunlight Refracte together. d Blue • Teach-Reteach. Leave blank Dispersio n Colors spaces. Compare. Check for Rain Showers Red Rainbow understanding .
- 12. STRATEGY 3. CHUNKING • Break down tasks into parts (chunks). • Assign each person a chunk. • Teach-Reteach. Probing questions. Summaries Check for understanding.
Notas do Editor
- Teach-reteach method is really about you and your collaborative engaged in a process of learning and utilizing material that you have acquired in class. What it allows you to do as a learner is to assess you own ability to construct knowledge based on the information you have received from your environment, in this case the classroom and then share this and reconstruct that based on how you understand the information. It also reinforces the knowledge you have acquired by a collaborative understanding of specific content and concepts.
- Teaching what you have learned. You have just finished a class on rainbows and we know that rainbows occur as light is refracted upon water molecules. So the first thing is your own checking for understanding, what did you get from the lecture, highlighting that and then relaying that back to a partner or group. Have I understood the concept of what we learned in class?
- Then, the partner or group takes turns in presenting the information on the topic and attempting to cover areas that you did not address or that were not presented earlier and relaying that back to the group. This reinforces the concepts you discussed as well as provides them with the ability to check of their own understanding and that of yours. Have you understood the concept of what I said?
- Then, colloboratively you check for understanding of the concept—and this is where we can talk more about the specific strategies. What is missing here?
- Assumptions of group work—willingness to engage in this type of study; focus on strengths and weaknesses of each participant; reinforce concepts through feedback from each other; link concepts with associations and other experiences. Can result in minimal efforts or people going along with someone that is perceived as “smarter” and can result in being off task.