Creating Long-Term Memory | Origin: ED310
This is a general discussion forum for the following learning topic:
Teaching Medical Terminology in Fun and Exciting Ways --> Creating Long-Term Memory
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Adding active learning to the lecture improves the engagement.
This is the concept that most students don't understand as they typically store information in short-term memory to study for "the test" but I think our curriculum in PTA is great for encouraging long-term memory storage of concepts as we repeat several concepts in every term in some way, requiring students to reflect on what they have learned about it and review it again.
I have learned that the secret to creating long-term memory in students is to engage them creatively while teaching medical terms in engaging and entertaining ways. Short-term memory is frequently the result of merely remembering terms; however, students are better able to relate meanings to real-world situations when games, storytelling, images, and interactive activities are included. In addition to making learning fun, strategies like word associations, mnemonics, and tests help students retain information. I also discovered that memory consolidation is strengthened by repeated exposure to various forms, such as flashcards, group activities, and real-world situations. I'm going to put these strategies into practice by creating classes that incorporate interactive games, multimedia resources, and real-world examples. To reinforce learning, I might, for example, employ "term scavenger hunts" in the classroom or role-playing situations for patient care. I want to know which interactive techniques have been proven to improve adult learners' long-term memory of complicated medical terminology. In order to optimize student achievement, I would like to investigate evidence-based strategies.
Having activities throughout lecture helps to keep students engaged in the content and prevents loss of retention of information.
Repetition is absolutely important and helps thing stick and I like the idea of changing up the teaching style to keep all engaged and can grasp other learning way since they all learn differently
Activities make it easier to understand and keeps them engaged. I also learned that someone must be exposed to material six times before they remember it. This could prove fun during the school year with medical terminology.
Short lessons are valuable due to decreased attention spans.
Students that associate positive emotions with the learning experience will retain more of the information. Moreover, students will be more successful in the course if the material is presented using visual, auditory, and kinesthetic modalities to reinforce the learning process.
The question that was raised: Is it possible to engage an entire class? A good teacher can engage the whole class by utilizing many of the skills learned from this content. Each brain can be focused on the content being presented. Reviewing and reinforcing content with engaged learners who like the subject is one step to take. I will focus on utilizing 10-minute sections, adjusting what students and I do to accommodate all learning styles, as one way to engage learners.
I knew repetition was important, but being exposed 6 times to content leading to a retention rate of 90% was shocking. I will be looking for more ways to review content and implementing them.
Looking back, I can see how emotions are tied to long term memory. I'm curious to see the types of activities that can be quick, but important to learning concepts and retaining the information.
The delivery of the content is important. The majority of the population are either visual or auditory learners. The fewer portion of the population are hands-on learners. Applying content to all three learning types are key in the delivery. Also, repetition is key.
The amount of time that students must be exposed to something for it to be retained is interesting. I never would have thought of it being 6 times. But with the additional of classroom activities, I could see how that could be feasible.
Calling on students create classroom anxiety but it does not touch on what to do when students are not willing to volunteer
I would like to implement the strategy of multiple exposures (6) for longer term retention. I will consider building this more and more into real life medical case studies which the students in small groups can work with multiple times
I will implement a few activities to my class that create engagement vs lecturing the whole time. The brain is unable to retain so much, but creating an environment where students are not scared or feel threatened they will be more active in participating.
I agree with my peers regarding the fact that learners of different cultures and backgrounds will retrain information differently. Using the team/group format can be very helpful as can introducing peer assistance during a question-and-answer sessions of class. I have learned in this module that the time of retention can be very short unless some of the principles presented are introduced during class time. I believe having a relaxed, open environment would be very beneficial.
Repetition and changing up teaching style have the most impact on student success. Getting them to collaborate is key but I would argue that the instructor must first teach the material or explain how they are learning, so that students get the most out of class
Wash Rinse and Repeat, The Repeat cycle should go on several times and at least 6 times to ensure that the knowledge has been captured!
