Chapter 6

I would like my students to explore various learning strategies, to get a feel for and experience how they learn the best. Once each students’ most effective method for learning and retaining information has been determined, I would like them to utilize that method or multiple methods to facilitate the use of working memory in Long-Term memory storage.

I would like to use the students’ current knowledge base on a subject and help them to relate new material to that prior knowledge.  This will allow the student to determine what is important, directing their attention accordingly.  It will also allow for elaboration on the material, while outlining new information for storage. For example, the class is learning the basics about various types of bugs.  To some first graders a bug is a bug.  They may already be able to distinguish specific bugs such as spiders, butterflies, caterpillars, and a few others.  Do they know that a caterpillar becomes a butterfly?  Do they know that there are many different types and sizes of spiders?  What is a praying mantis and what purpose does it serve in the food chain?  There are many ways to elaborate on previous knowledge, all while making it fun for the students. Through the use of visual, auditory, and organizational resources, each student’s learning style can be reinforced.

In my case study, students are working in small groups. One student gets angry with the rest of her group because she is not getting the role she wants.  She then refuses to do her part of the group project.  I could encourage productive behavior by relating the role in the group project to some of the student’s personal interests.  I would discourage her behavior by acknowledging the student’s strengths and describing how they can be applied to the group role, while emphasizing the importance of the role within the group.