What is long term memory?
Long term memory is aptly named. It is the part of our memory that stores information for a significant period of time. In order for a memory to remain accessible, it must undergo a series of processes to be transferred from short term memory to long term memory. These processes include encoding, consolidation and retrieval. Encoding is the process where the brain simply records the experience. Consolidation occurs when the brain organizes the information it has received and finds connections between the new information and existing knowledge. Lastly, retrieval is the act where the brain accesses the information it has stored. |
Discussion Question: Based on what we have outlined thus far, can you describe/anticipate a list of differences between short term and long term memory?
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Approach #3: Elaboration
Elaboration is a strategy where new material is introduced in relation to previous material. “When teachers introduce new concepts and facts, they should pause to elaborate so that learners can recognize the connections between the new material and what they already know.” (Dehn, 2010). Elaboration encourages encoding and consolidation; this process requires students to make connections between existing knowledge and new knowledge.
Dehn suggests that this process can be applied in a classroom in a number of ways:
It is equally important for students to self-elaborate. “In general, self-generated elaborations are more effective than those generated by a teacher, even when the elaborations are less complex and less accurate (Grier & Ratner, 1996 as cited in Dehn, 2010). A few suggestions for this process are as follows:
Dehn suggests that this process can be applied in a classroom in a number of ways:
- Advising students to reflect on their existing knowledge before introducing new information
- Providing students with examples and non-examples of the topic
- Summarizing information
- Connecting information through mapping
- Generating and answering questions about the topic.
It is equally important for students to self-elaborate. “In general, self-generated elaborations are more effective than those generated by a teacher, even when the elaborations are less complex and less accurate (Grier & Ratner, 1996 as cited in Dehn, 2010). A few suggestions for this process are as follows:
- Remind students of what is familiar to them, or what they already know. Then, allow students time to think to make connections for themselves
- Have students verbally articulate their elaborations. Then, lead the discussion down a path to highlight certain links or relationships.
- Have students reflect, or ask themselves, “How does this new information make sense to me?”
Thinking about Thinking...
Check out this video: Information Processing and Metacognition. Brainstorm: What kind of metacognitive strategies would you suggest?