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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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