Chapter 5 Reflection

1. This chapter explains how our long term memory works. This chapter focuses on the episodic memory. The depth of processing is important in what is moved to our long term memory. The deeper that we are processing by relating what we have previously learned can help us remember the material in depth. It is easier to remember something if the context matches how we learned the info. We are also more able to remember something if our mood matches the mood when we learned something. The Pollyanna principle says that we remember positive memories more accurately than negative memories. The end of the chapter talks about expertise with memory, flashbulb memory, characteristics of amnesia patients, and memories of eyewitness testimonies.
2. How does it fit in with what we have previously learned? Last chapter we learned about working memory. Long term memory does work with working memory. This chapter shows how we use our long term memory skills to commit what is in working memory to long term memory. Knowing how our memory works can help us to develop our memory tasks to hold more information. It can also help teachers to understand how our students learn and process information.
3. This chapter mentions that we remember information more if we can relate it to our life and make it meaningful. My question is related to teaching. When I teach Algebra 2 to my regular and lower level juniors it is hard to make it meaningful to them. I try to make it exciting and we do have fun in class. I still find it hard to always make it a priority in their life.
4. I think understanding how the brain works helps us to become better teachers. It is important to make sure that the context of the assessment matches the context of the way the info was taught. I was thinking about how the book mentioned depressed people think. I know that my students are dealing with issues in the home and I can understand why Algebra 2 might not be the most important topic in their life. I would think that it would be difficult for students that are depressed to learn anything in depth because they are combated by continuous negative memories. I try to make class fun in order to help depress those thoughts for some kids.
5. The author has mentioned many studies that have been done over time to explain the theories. I could relate how I learn to the depth of processing approach and the self reference effect. When I am in a meeting I try to relate everything to something that I already know. If I did not do this, I don't think that I would take in as much info. I am not sure that my self reference effect was quite as advanced in grade school as it is now. I rarely ever daydream anymore when listening to speakers or when I am having a conversation with someone. This was not always the case in grade school.
6. Understanding long term memory is important because if we can understand how it works we can help people to enhance their skills for better performance in their place of work.
7. When would I actually use this – I think that I will talk about recall and recognition in the classroom. Recognition is identifying what concepts were taught earlier. Recall asks students to reproduce what they have previously learned. On assessments it is important to include both recall and recognition. If students are able to recall a concept, then they will understand the info in more depth than simply recognizing it. I use this method when I ask students to explain how to do a problem in words. If they can reproduce or recall the process in their own words they will have more success on mastering the topic.
8. I think that if we had more time at the high school, it would benefit students to talk about the brain's activities and how they can improve their memory strategies to improve success. We are thinking about implementing a study skills class where some of this info could be used to help students.