Using this model we can discuss how a child may learn how to do his/her 2 times multiplication tables.
The input is the knowledge of the facts. The understanding of what multiplication tables are, and how to multiply 2X2 and 2X3.
The sensory memory would be used when the child watched the teacher put up the multiplication facts on the board in the blue marker, and what the teacher was wearing when she put up the facts on the board. How many were in each row, and the way the student watched the teacher write it on the board. The loss can happen here if the attention is off from the student and she/he is not having an attention grabbing lesson from the teacher or if the facts are not visually appealing to him/her.
Attention and Pattern recognition can happen next. The attention can come from the way the teacher organizes the lesson of the multiplication two tables. Using attention signals to remind students that we started the new lesson will help the students to remember we are on a new lesson of multiplication two tables. Pattern recognition will happen in this stage by students starting to see how with each multiplication fact, it increases by two.
Working Memory will begin to happen when the multiplication facts begin to be encoded. The students will start to process the new information and understand the concept of the 2 multiplication tables. Rehearsal will begin to happen when the students begin to repeat the information over again. 2x2=4, 2x3=6. Chunking will happen when they get the answers to be 2,4,6,8,10,12 etc. Forgetting can happen in this stage if a fact like 2x5 is forgotten in the list. Retrieval failure can be a cause of forgetting in this stage -- forgetting one of the multiplication 2 facts.
Encoding and Retrieval can happen when we begin to encode the facts of twos in our head. This can happen from visual imagery, seeing the facts on the board, and drawing a model to show the answers and how they intertwine together. Seeing flashcards can help with the encoding process as well. Retrieval cues like hints from flashcards can help to understand the multiplication tables.
Long term memory will happen from declarative knowledge with regards to storing the information long term. Declarative knowledge deals with a compilation facts or information. Storing of the multiplication two facts fits right in with this. It is declarative knowledge and will be able to be stored that way because of the idea of multiplication tables.
I really like the scenario you posted here. I was wondering though, how would you chunk the information together to help the students encode the information? I also really liked the flashcards! I know that flashcards really helped me when I was learning my multiplication facts. There is also a great game to play with flashcards called around the world. There are usually two people on seperate sides of the room (if you have an extra person available) holding flashcards. The students walk up to the teacher holding the cards and has 3 seconds to answer the problem on the card. If they miss or are wrong they have to sit down but otherwise they keep going. I have seen this game in action and kids absolutely love it!
ReplyDeleteYou broke this apart really well, but I see a few places where I see some (possible) misconceptions. -You say the input is knowledge of facts.... but I think that may be more of an outcome. I'm not sure we're there yet if your thinking about the information before it's gotten into sensory memory.
ReplyDelete-The sensory information you list is great, but remember there is ALWAYS loss of information. It's impossible to be consciously aware of everything coming into your senses at once. Your brain processes a lot of it that you're not aware of. So, every piece of sensory information available in the environment is a part of that memory, and some of it is always lost.
-Remember working memory is anything that is in conscious thought. Students looking at the board or thinking about a problem (in the moment) would be included here. So, in that way, some of the attention techniques you have may help encode after things are already in working memory. Teachers could direct attention just by getting students to look at particular areas, listen to particular pieces of information (speak louder to emphasize), or get students to think in particular ways.
I love your retrieval cues!