Here are a few of my notes:
Short term memory – likened to a reception
area – all information coming through and gets sorted by “receptionist”
Working memory – like the desk
with all the intrays of all the important information
Long term memory – Filing system - things will not get to long
term memory without doing something.
In the first half of primary
school we need to expose students to a range of strategies for remembering. In
the second half of primary school we need to name the strategies and help them
to find which strategy is right for them.
Mind maps – for organising ideas
and vocab – the children who will benefit most, are those who find it the
hardest.
Memory is helped by linking things
together. Mind maps help the eyes to see how the information is connected.
Brainstorm – throwing all ideas
out there – not linked
- those
that need support will need videos, pictures, stories, real-life experiences
- Can
give picture prompts including for those that don’t fit
After brainstorming – draw
different coloured circles around each word to group like ideas.
Create a key at the bottom –
labeling the groups
Each category becomes a branch – 1
colour per branch, thick and in colour. Each branch has a name. p. 67
Information Carrying Words
Often what we say does not
actually require the students to understand the words – they can use
inferencing and context to figure out what is required.
We can complete some play tasks to
support the development of ICW where students have to make choices. It is
important that the students know all the names and actions first. Do not use
NVC. Pair with “How to listen” poster. Always replace the objects back to the
starting position. p. 28-29
Level 1 (1 ICW) – choose 1 from 2
objects - names
Level 2 (2 ICW) – objects - names,
verbs, part and positions
Level 3 (3 ICW) – objects,
position, colour, location, possession, size
Level 4 (4 ICW) – extra location –
to the …. or 2 instructions … in the …
and the … in the …
Allow it to become a turn taking
game – Get the students to give the instructions.
e.g.
1) Give the teddy/car to
Grandpa Put the
teddy/car in the toybox
2) Give the teddy/car to
Grandma/Grandpa Put the old/new
car/teddy in the toybox
3) Give the new/old teddy/bicycle
to Grandma/Grandpa
4) Put the teddy/car/bicycle in
the chest/toybox and put the teddy/car/bicycle in the chest/toybox Find the old/new teddy/car and the old/new
soldier/bicycle
After they can master 4 ICW go
onto Auditory Memory Activities for 4-7 years p.32
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