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| Slide 0 | Study Skills Part 1 Mr. Jones |
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| Slide 1 | Rehearsal |
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| Slide 2 | Terms for a more accurate theory of mind schema theory rehearsal elaboration |
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| Slide 3 | Transfer versus Recall Many school tasks call on the student to transfer information from one place to another. This often assumes the student will `learn` the material by the act of transfer; that by moving the information, a lot sticks with the student. Ex. Write out answers to questions in text This doesn`t really work for most kids. This doesn`t work in courses like this where success depends on remembering information. |
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| Slide 4 | Production versus Content Knowledge Some courses focus on the skill on producing something. This could be a hands-on course like woodworking class or a history research class. Some courses focus on knowledge of content. Success is defined by how much a student understands and remembers. This is true of survey courses like middle and high school social studies. |
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| Slide 5 | Student-created product Research, presentation, etc. Production What do you know? What do you understand? Content Knowledge Two Categories of `Classes` |
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| Slide 6 | Because success in this course is related more to content knowledge than student work products, class activities that are mostly of the transfer variety are not appropriate. |
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| Slide 7 | Long-term memory: Storage Transfer into long-term memory happens when students encode it. Encoding is facilitated by elaboration (or `elaborative rehearsal`) thinking of related ideas or examples of the content mentally tying the information together creating a mental image of the information Making purposeful connections and associations with prior knowledge Retention is improved through distributed practice across multiple study sessions |
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| Slide 8 | Long-term memory: retrieval Organizing information, such as categorizing it into subsets, can facilitate retrieval. Ex. Outlining, Cornell note taking |
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| Slide 9 | Moving from short to long-term memory `A short-term memory`s conversion to long-term memory requires the passage of time, which allows it to become resistant to interference from competing stimuli or disrupting factors such as injury or disease. This time-dependent process of stabilization, whereby our experiences achieve a permanent record in our memory, is referred to as "consolidation.` |
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