1. Chapter 4 explains that working memory, which was previously called short term memory, is the brief immediate memory for material that we are currently processing. Working memory is broken down into the phonological loop, visuospatial sketchpad, central executive, and episodic buffer. Each helping our working memory is a different way.
2. I find myself making a relationship between attention (previous chapter) and our memory. Our attention and our memories go together to make us see the big picture.
3. I had a question about chunking on the discussion this week. In terms of short term memory chunking would just be to help us remember for the 30-60 second window, were as the chunking I use in my classroom would be to use to have the students learn and be able to put into their long term memory. Correct?
4. I think our students use their working memory most of the time they are with us. As with the previous chapters understanding the students memories helps us understand how they learn, think, and process information.
5. This is present in our daily teaching. Having the students use visuospatial sketchpad and phonological loop shows us that these strategies/theories do work.
6. This is important to help me understand how my student’s brains are working. The better I understand my students the better equipped I am to teach them and to help them learn and understand more efficiently.
7. I would use this in my classroom to help me students see the big picture. If they are struggling to visualize something have them draw a picture to see where things go and how they fit together. This would be used for all students especially those who have sensory/focus struggles. Breaking down the working memory into the individual pieces and making adaptations for those students is important.
8. I think continuing to do research and become educated about what are the most effective ways to teach our students who struggling with their working memory. I think that if more money was spent on this, we may see results in test scores.
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I was thinking that the chunking was breaking down tasks...but in the chunk refers to a memory unit. Memory span of 7+/-2.
ReplyDeleteKatie and Denise, you are right about the distinction in the use of the word "chunk." I also replied on the discussion board.
ReplyDeleteKatie, re: #7, the use of the term "visualization" is another one of those overlap areas between working and long-term memory. the visuospatial sketchpad means we hold visuals in working (short term memory) while we are processing them.
Visualization as a teaching technique means we are allowing kids to see the relationships between either concrete or abstracts parts of a concept, which makes connections and helps learning. Chapter 5 and especially Chapters 7 and 8 talk about this aspect of visualization.
(And who thought up the terms "visuospatial sketchpad" and "phonological loop"? Crazy!)
Although I can barely say that names appropriately...I have been able to remember the names and what they are because they are unique! :)
ReplyDeleteRay: Katie, re: #7, the use of the term "visualization" is another one of those overlap areas between working and long-term memory. the visuospatial sketchpad means we hold visuals in working (short term memory) while we are processing them.
ReplyDeleteThat makes so much sense! I was glad to read that. Also, helping hte students to visualize the task or where things go is a great idea. Then, they can process it and store it in their long term memory (hopefully). Like you said, it is important to help students break the information down and visualize it. Some students struggle to do this on their own.
I had a question about chunking on the discussion this week. In terms of short term memory chunking would just be to help us remember for the 30-60 second window, were as the chunking I use in my classroom would be to use to have the students learn and be able to put into their long term memory. Correct?
ReplyDeleteI think you are right, chunking is practiced over a long period of time it registers in the long-term memory. For example when we were learning math in high school, the algebra we practiced built over time helps us to use algebra as a tool when solving calculus problems. Teachers most of the time taught algebra concepts in chunks before applying them to more complicated concepts.