2. Learning is when a person connects and associates certain stimuli and reponses to one another. People will relate new information to past knowledge and connect both parts of the information to make sense of a certain concept. A person receives new information, it is then placed into their sensory memory; it is then perceived and thought about for a while before working its’ way into their working memory. The working memory then stores the information into one’s long term memory, but the information will sometimes route back into the working memory and some information will be lost.
3. If I were teaching a new music theory lesson, I would clap a rhythm to start class that the students would realize and echo back to me, in order to quiet the classroom and gain the students’ attention. After I gained their attention, I would move around the room and explain the schedule for that day’s lesson and also have it written on the board for the student’s to look at. After I went over the schedule, I would review the last lesson, rhythms for example, that I taught the children in order to refresh their memory and input old information to store in their sensory memory and hopefully lead to their long-term memory. Once I have reviewed, I would provide handouts for that day’s lesson for the children to look at and fill out while I’m teaching the lesson. I would teach from the most simple of concepts to the more complex (from quarter notes to sixteenth note rhythms) so that the students’ attention span grows longer and longer with time and with more fluidity. I would present these new concepts in patterns or categories (chunking), so that this information would stick in their memory easily. I would connect certain rhythms such as quarter notes and eighth notes in one category and rhythmic rests, such as quarter rests and eighth rests in another category. I would then connect the old information (easier rhythms) with the new information and compare the similarities and differences between the rhythmic patterns. I would then create an activity for the children that had them compete against one another with the rhythms that we learned in the past and then new information and draw out the answers on the board, while the whole class participated as well. I would repeat certain aspects of the lesson over and over again, so that it’s easier for student’s to comprehend and store in their long-term memory. In the long run of the semester, for example, I would use daily drills connected past and recent information to keep the students on their toes and storing old and new information in their long term and sensory memory as much as possible.
I think that it is more the correlation between working memory and long term for cramming. Sensory isn't really something you consciously think about. I think cramming belongs in the long term category because working memory is forgotten after a few minutes if it isn't encoded. Now, just because you managed to cram some info into your long term memory, doesn't mean it was properly encoded. It would be a lot tougher to retrieve the information when you needed it. As opposed to studying a little each day, it is encoded in a way that you are more likely to remember and therefore, retrieve for your test!
ReplyDeleteAlso it said that when cramming for a test, the information may never reach the long term memory. So you may have done well on the quiz, but you have forgotten the same information when studying for the final. If you were to study a little bit every day, you will be more likely to remember that information in a few weeks because it reached your long term memory.
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