| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910958326603321 |
|
|
Autore |
Sprenger Marilee <1949-> |
|
|
Titolo |
How to teach so students remember / / Marilee Sprenger |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Alexandria, Va., : Association for Supervision and Curriculum Development, c2005 |
|
|
|
|
|
|
|
|
|
ISBN |
|
9786610933204 |
9781280933202 |
1280933208 |
9781416602866 |
1416602860 |
9781416602880 |
1416602887 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
vii, 205 pages. : illustrations |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Bibliographic Level Mode of Issuance: Monograph |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references (p. 192-199) and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover -- Title Page -- Copyright -- Dedication -- Table of Contents -- Acknowledgments -- Introduction -- Step 1: Reach -- Step 2: Reflect -- Step 3: Recode -- Step 4: Reinforce -- Step 5: Rehearse -- Step 6: Review -- Step 7: Retrieve -- Step 8: Realization -- Appendix A: Brain Briefing -- Appendix B: Graphic Organizers -- References -- Index -- About the Author -- Related ASCD Resources: The Brain and Learning -- Search this Book. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
When you teach a lesson, do your students remember the information the next day? The next week? Will they retain that information long enough to use it on a high-stakes test and, most importantly, will they retain it well enough to make use of it in their lives beyond school?How to Teach So Students Remember offers seven steps to increase your students¡¦ capacity to receive information in immediate memory, act on it in working memory, store it in long-term memory, and retrieve and |
|
|
|
|
|
|
|
|
|
|
manipulate it in unanticipated situations¡Xthat is, to use what they¡¦ve learned when they need it.Step by step, you will discover* how to reach your students and get them to attend to incoming information;* how to encourage reflection to better enable students to make connections to prior knowledge;* how to help students recode new concepts in their own words to clarify their understanding;* how to use feedback to provide a framework for learning and show the brain what's important to remember;* how to incorporate rehearsal strategies that provide multiple avenues to stored material;* how to structure review processes so students retain information beyond the test; and* how to align instruction, review, and assessment to help students more easily retrieve information.We all know that some children come to school with their ability to remember information already firmly established; others are not so fortunate. By consciously teaching for memory, we can remediate some of these differences and help students gain confidence in their abilities. By doing so, we will better equip all students to be successful learners, reliable family members, and informed members of society. |
|
|
|
|
|
| |