چگونه تدریس کنیم تا دانش‌آموزان به یاد بسپارند

When you teach a lesson, do your students remember the information the next day? The next week? Will they retain that information long enough to use it on a high-stakes test and, most importantly, will they retain it well enough to make use of it in their lives beyond school? How to Teach So Students Remember offers seven steps to increase your students’ capacity to receive information in immediate memory, act on it in working memory, store it in long-term memory, and retrieve and manipulate it in unanticipated situations--that is, to use what they’ve learned when they need it. Step by step, you will discover \* how to reach your students and get them to attend to incoming information; \* how to encourage reflection to better enable students to make connections to prior knowledge; \* how to help students recode new concepts in their own words to clarify their understanding; \* how to use feedback to provide a framework for learning and show the brain what's important to remember; \* how to incorporate multiple rehearsal strategies that provide multiple avenues to stored material; \* how to structure review processes so students retain information beyond the test; and \* how to align instruction, review, and assessment to help students more easily retrieve information. We all know that some children come to school with their ability to remember information already firmly established; others are not so fortunate. By consciously teaching for memory, we can remediate some of these differences and help students gain confidence in their abilities. By doing so, we will better equip all students to be successful learners, reliable family members, and informed members of society. When teaching a lesson, do students remember the information the next day? The next week? Will they retain that information long enough to use it on a high-stakes test and, most importantly, will they retain it well enough to make use of it in their lives beyond school? "How to Teach So Students Remember" offers seven steps to increase students' capacity to receive information in immediate memory, act on it in working memory, store it in long-term memory, and retrieve and manipulate it in unanticipated situations--that is, to use what they've learned when they need it. Step by step, teachers will discover (1) how to reach students and get them to attend to incoming information; (2) how to encourage reflection to better enable students to make connections to prior knowledge; (3) how to help students recode new concepts in their own words to clarify their understanding; (4) how to use feed-back to provide a framework for learning and show the brain what's important to remember; (5) how to incorporate multiple rehearsal strategies that provide multiple avenues to stored material; (6) how to structure review processes so students retain information beyond the test; and (7) how to align instruction, review, and assessment to help students more easily retrieve information. Teachers know that some children come to school with their ability to remember information already firmly established; others are not so fortunate. By consciously teaching for memory, some of these differences can be remediated to help students gain confidence, and better equip all students to be successful learners, reliable family members, and informed members of society. After an introduction, chapters in this book include the following: (1) Reach. If You Can't Reach Them, You Can't Teach Them; (2) Reflect. Reflection Is Not a Luxury; It Is a Necessity; (3) Recode. Self-Generated Material Is Better Recalled; (4) Reinforce. Feedback is Vital to Learning; (5) Rehearse. To Get Information into Long-Term Memory, It Must Be Rehearsed; (6) Lost from Memory; (7) Retrieve. Memory Retrieval May Be Dependent on Cues; and (8) Realization. Appended are: (1) Brain Briefing; and (2) Graphic Organizers. Also included in the book are: a list of references; an index; and a section providing information about the authors Annotation When you teach a lesson, do your students remember the information the next day? The next week? Will they retain that information long enough to use it on a high-stakes test and, most importantly, will they retain it well enough to make use of it in their lives beyond school? How to Teach So Students Remember offers seven steps to increase your students capacity to receive information in immediate memory, act on it in working memory, store it in long-term memory, and retrieve and manipulate it in unanticipated situations Xthat is, to use what they ve learned when they need it. Step by step, you will discover how to reach your students and get them to attend to incoming information; how to encourage reflection to better enable students to make connections to prior knowledge; how to help students recode new concepts in their own words to clarify their understanding; how to use feedback to provide a framework for learning and show the brain what's important to remember; how to incorporate rehearsal strategies that provide multiple avenues to stored material; how to structure review processes so students retain information beyond the test; and how to align instruction, review, and assessment to help students more easily retrieve information. We all know that some children come to school with their ability to remember information already firmly established; others are not so fortunate. By consciously teaching for memory, we can remediate some of these differences and help students gain confidence in their abilities. By doing so, we will better equip all students to be successful learners, reliable family members, and informed members of society Taking off from her ASCD book Learning and Memory: The Brain in Action, Marilee Sprenger guides you through a teaching approach that ensures students remember what you taught. Get an in-depth understanding of the brain structures that influence memory, and learn how teachers can promote better recall for daily classroom learning, high-stakes tests, and beyond. A seven-step plan spells out how to: Engage students more effectively to help them receive incoming information; Connect new content to students' prior knowledge; Help students translate new concepts in their own words to clarify their understanding; Provide a framework for learning that shows students what's important to remember; Use multiple rehearsal strategies that provide students with ways to retrieve stored material; Structure review processes so students retain information beyond the test; Align instruction, review, and assessments to help students more easily retrieve information. - Publisher Step 1 : reach. If you can't reach them, you can't teach them Step 2 : reflect. Reflection is not a luxury; it is a necessity Step 3 : recode. Self-generated material is better recalled Step 4 : reinforce. Feedback is vital to learning Step 5 : rehearse. To get information into long-term memory, it must be rehearsed Step 6 : review. Without review, most information will be lost from memory Step 7 : retrieve. Memory retrieval may be dependent on cues Stepping out : realization Appendix A. brain briefing Appendix B. graphic organizers. Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must-have for new and experienced teachers alike. Over 700,000 teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from classroom management to inspiring student engagement, you will be able to perfect your teaching practice right away. This is the one of the most useful teaching methodology books that I have ever used! I am a 32 year veteran teacher and I found new, great ideas while reading this book. I highly recommend it! Marilee Sprenger. Includes Bibliographical References (pages 192-199) And Index. Mode Of Access: World Wide Web.