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Working Memory and Learning

Principal: Working Memory Helps All Learning

Talking to Myself Again….
A word can last in working memory for about 2 seconds without any work. To keep a word in working memory, you need to rehearse it, as in the example above of remembering a telephone number. Working memory stores words using a king of “talking to yourself” (although your mouth does not [Read on...]

Literacyconnections.com

Are you a new tutor? Have you been to your training meeting yet? Do you feel a little overwhelmed with the responsibility to help your student succeed? You might want to check out Literacyconnections.com. This website is full of tips and activities for tutors who are helping their students learn how to read. There is a section specifically called ‘tutor [Read on...]

Financial Literacy

http://financialplan.about.com/od/budgetingyourmoney/ht/createbudget.htm

Creating and implementing a budget is a hands-on process that internalizes and exposes your students to beneficial everyday financial vocabulary. Read the article (link above) about creating a family budget with your student; the article is a simple seven-step approach in creating a basic functioning budget. Please help define any unfamiliar words your student may come across. You may help [Read on...]

Working Memory and Learning

Principal: Working Memory Helps All Learning

“Without learning, there is nothing to remember, and without memory, there is no evidence of learning”—Kay L. Huber, Nursing Professor

Questions for Teacher Reflection

How do you remember a phone number after looking it up in a phone book?
Do your students ever get to the end of a sentence and forget what the beginning of the sentence [Read on...]

Memory and Learning

What it means for teachers
Teach the most important information at the beginning of your class to take advantage of better learning at the beginning. Use the rest of the class for students to practice, apply, and reinforce. End the class with a summary to take advantage of better learning at the end.

Students may be able to “take in a lot [Read on...]

Thinking about Thinking, even more

Here is the example from a literature lesson using summarizing:

Explain Why to use the strategy.
“Today we are going to learn about making a summary of a story. This will help you learn and remember better because you will put the story in your own words. To make a good summary, you have to really understand the story.”

Demonstrate how and when [Read on...]

Thinking about Thinking, continued

Summary

Good readers are very aware of their own thinking. They ask themselves whether they know anything about the topic before they read, whether they understood what they just read, and whether they areready for a test. Poor readers do not have this kind of self-awareness of their own thinking.
These strategies do not develop on their own for most readers, they [Read on...]

Thinking about Thinking

How can Thinking About Thinking Help

Thinking about thinking can:
Help teachers understand what thinking strategies students are using and
Help students learn new thinking strategies and when to use them.

Which Thinking Strategies Can Be Taught?

Many studies have shown differences in thinking strategies between good readers and poor readers. More than 150 strategies have been identified. Not all strategies used by good readers [Read on...]

Comprehension Skills

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Staying Safe in a Toxic World, Issue #32 of The Change Agent

This issue of The Change Agent explores the local environment and tells stories of environmental clean-ups and community efforts to identify and deal with pollution sources. With an emphasis on math and science, activities help students think about large and small numbers, percents, ratios, and scale. A one-pager on “Smart Moves: Take Control of Math” offers strategies for confronting difficult [Read on...]

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