An Experiment in Memory

Memory Series: Making Connections

Let’s do an experiment together. On a piece paper, jot down everything that comes to mind when you think of “Hannibal”. After that is completed, write down everything that comes to mind with the word “dog”. I’m guessing that you have a much longer list with “dog”. Why? Because, your brain has probably made more connections, through the years, with dogs than with Hannibal. The more connections that our brain can make with a subject, the greater the memory retention.

Creating connections is the major reason for chunking material. In teaching the history of almost any part of the world, I would introduce the unit dressed in a costume that reflected that part of the world. This peaked their interest. Yes, I would give my class the basis of material covered in the text. But, I would also provide relics (if possible), or photos from the area. I would often chunk on a historical novel to give them more insight. When available, I would show videos or movies that would chunk on more. I would create questions for discussion groups to consider the information, separating fact from fiction if novels and movies were part of the experience. Music, art, games/recreation, and even fashion were incorporated when relevant. Students were given writing opportunities, sometimes prose and sometimes poetry to express impressions that they had of the study. By chunking on material and engaging students in the history, literature, music and the arts, long-term memory was created.

Multiple brain connections, created through chunking material, create a greater depth of understanding and interest. Interest, relevance, VAK (visual, auditory, and kinestic) opportunities, color, and authenticity are all memory kickers that are utilized in such a study. A student will obviously not retain every detail of information, but the overall study with experiences, will last.

What is "Meaning"-ful to you? Help your Child find Meaning in Learning.

Memory Series, Sense & Meaning and Making Connections

 

We were studying Native Americans, of the 19th century, in my fifth grade Social Studies class. When my students first entered the room, I did a mini-review of what they'd been assigned to read. I asked, "Who can tell me one way that buffalo were used by the tribes of the plains?" Hands went up all around the room. I called on one student after another to list one use. After I thought that all of the purposes had been covered, I noticed Tonya waving her hand wildly. I sometimes lived to regret calling on Tonya. One never knew what to expect when she spoke. She was a sweet child, but her thinking was often skewed, and the children sometimes made fun of her responses. So, I told Tonya that all of the reasons had been given, and we needed to continue with the lesson. She said, "But, Mrs. Carver, there's another use that wasn't in our reading". With apprehension, I asked her what it was. She said, "Wings"! For a moment, I was too stunned to respond. Evidently, the students were, too. They all just stared at her for a moment, then the laughter couldn't be held any longer. I shushed the class. Then I said, "Tonya, buffalo don't have wings." She said, "Yes, they do. I eat them all of the time. Have you never had buffalo wings, Mrs. Carver?" She asked it as if she felt sorry for me. I assured her that I had enjoyed them occasionally, but I explained that they were from chickens. She had a hard time accepting that. It didn't make sense to her until I explained that "buffalo wings" got started in Buffalo, New York.

Tonya had created meaning, in her own mind, that allowed her to remember. Unfortunately, Tonya's assumption was erroneous, so she needed someone to make sure that her information was realistic and made sense. Sometimes, we think a student understands, but if we do not allow her to express what she thinks, we will never know. This means that discussion and writing opportunities are invaluable for learning how a student is processing the data that she takes in. Modern culture can sometimes confuse a child and help is required to establish sense and meaning.

Making connections is another way to assure greater retention. Each time we learn something new we strengthen part of the brain, making it easier to use again. But, information, in isolation, seldom sticks in our memories. This is one reason for cross-curriculum instruction. If a student studies history, without seeing connections with anything else, he will inadvertently push the "delete" button of his brain. However, if he reads a historical novel, set in the same time period, the connection is increased. If he is shown similarities between what was happening in a particular era with some things in this week's news, he establishes yet another connection. In science class the student learns about an invention from the same time period. Then, if he goes to music and art classes and experiences some of the creative achievements of the era, he now has a strong basis for long-term memory retention.

Creating sense and meaning and making connections are techniques that will increase understanding, create greater interest, and enhance long-term memory.