WEEK 6 - Memory Strategies

1. In this weeks readings, I learned that memory strategies are designed to improve encoding and retrieval as part of the memory process. Several of the strategies that were described I often use in my classroom already. Many mnemonics can be used through imagery and organization to help memory. Many people may think that cognitive skills are fully developed by late childhood, but the lifespan approach shows that changes are taking place throughout our entire life. Infants and children are often underestimated at their memory capabilities. With proof through the reinforcement technique, an infant as young as 2 months old can demonstrate memory in many different ways. Although strategies can't be used spontaneously at a young age, children can still respond to someone teaching them or telling them why they should use memory strategies to help them remember things. 

2. Chapter 5 is revisited as levels of processing, the encoding process and overconfidence are all principles that if followed correctly should aid in the memory process. For example, we have read about deep processing, and concentration levels can play a part in the encoding process. Therefore rehearsal may not be the best strategy for certain situations. Another concept from chapter 5 was the encoding specificity principle. I tend to look at my assessments first before asking students to remember information that may not be needed. 

3. I did not realize that there were so many examples of mnemonics. Honestly I just thought mnemonics was shortening information into an easier way to remember, or the first letter technique (Rainbow - ROY G. BIV) I didn't know that mnemonics consisted of so many different methods... the keyword method, mehtod of loci, vivid interaction, chunking, hierarchy technique, and narrative. 

4. I think that it is important to teach students WHY they are using the memory strategies that they are.  I think that in order for them to see why they are important they need to be modeled often for the kids and they need to be given chances to use the strategies. If we want them to be able to transfer the strategies to other situations they need to do the purpose behind them. 

5. I thought that the study done by Moley and her colleagues was very interesting. As adults we use memory strategies all the time, probably not even knowing it. It is easy to assume that children can do the same. This study was great proof that these strategies do not just come to children as we may think. The study proved that children may have the ability to organize, but not for the purpose of memory. 

6. I think that the most important thing that I got from this weeks readings is knowing that these strategies don't come as easily to children as I may have thought. I think that this week was very important for me because I learned how important it is to model and explain to my students why we use the strategies we do and when to apply them. 

7. I think that I have been using these strategies within my lessons already, but I have not been pointing them out directly. I want to make sure that students do not come across the problem of utilization deficiency and use the strategies for the wrong purposes. I would not choose to use some of the given memory strategies with any specific group of children. I think all children would benefit from being introduced to many types of strategies. As they get older they can then decide which works best for them. 

8. In a fairy tale land students would come to teachers with a list of strategies already planned out that work best for that specific child. As teachers we know that each student learns in different ways depending on the material. It is our job to find the best memory strategies and teach the children the process of using them. I think that by giving the students options and asking them which strategy works best we find out the most information in a fast and easy way.