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    Finalbps

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    Making connections to students' lives and emotions helps them remember and apply knowledge better. The teacher explained that people remember things they can relate to personally or that invoke strong feelings more than detached facts. He gives examples in class that connect to students' lives or trigger emotions like anger or sadness to help them retain what they learn. Repetition of concepts in different ways and linking new ideas to prior lessons also helps with memory according to the teacher.

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    Finalbps

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    Making connections to students' lives and emotions helps them remember and apply knowledge better. The teacher explained that people remember things they can relate to personally or that invoke strong feelings more than detached facts. He gives examples in class that connect to students' lives or trigger emotions like anger or sadness to help them retain what they learn. Repetition of concepts in different ways and linking new ideas to prior lessons also helps with memory according to the teacher.

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    Making connections to students' lives and emotions helps them remember and apply knowledge better. The teacher explained that people remember things they can relate to personally or that invoke strong feelings more than detached facts. He gives examples in class that connect to students' lives or trigger emotions like anger or sadness to help them retain what they learn. Repetition of concepts in different ways and linking new ideas to prior lessons also helps with memory according to the teacher.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    14 views3 pages

    Finalbps

    Uploaded by

    api-328468331
    Making connections to students' lives and emotions helps them remember and apply knowledge better. The teacher explained that people remember things they can relate to personally or that invoke strong feelings more than detached facts. He gives examples in class that connect to students' lives or trigger emotions like anger or sadness to help them retain what they learn. Repetition of concepts in different ways and linking new ideas to prior lessons also helps with memory according to the teacher.

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    of 3

    How do we design instruction that "sticks?

    "
    I am in a field placement at Anthony Wayne Jr. High every Thursday. With a seventh
    grade, social studies teacher named Mr. LaFevre. He is a relatively young white male teacher.
    His students are predominately white and the classroom size is about 25 students. The desks are
    set up in groups of five and the students get to choose where they sit.
    Does making connections allow students to remember and apply prior knowledge?
    Throughout this class, we have been discussing connecting social studies to things in
    students lives, but the question remains does this help students remember or help it stick? On
    my last day of field placements, I inquired about this to my cooperating teacher. He said that
    people are selfish (with a laugh) and they will always remember something that applies to them
    and their live over something that does not. He also said that by connecting things to something
    the children think is personal or that they may think about often, then they associate your concept
    with that memory and will think about it often as well. Lastly, he talked about how emotion plays
    a role. I know what you must be thinking: what does emotion have to do with learning or
    memory but he said that if you associate history with any feeling, be it anger, happiness, sadness,
    or something else then students will remember it more. I will pose an example of this to
    illustrate. The teacher has the class read the diary of Anne Frank during a lesson on the holocaust
    and a student cries at the end. They will remember that feeling and what they learned after better
    than if you were to merely give them facts and statistics on the holocaust. My teacher also used
    an example in his lesson on Greece city-states. He talked about womens rights at this period of
    time within the city states and it made some of the girls in the class angry. He used their anger
    and had them explain the difference between then and now. He says this will help them to
    remember.

    What are some easy ways to trigger students memory or learning?


    This is a newer question than the one previously posed. I also posed this question to my
    co-operating teacher and he had much to say about this topic. He said that reputation is key. The
    more times you can explain something, and in different ways, as well as applying the same
    concept in many ways. He says that during new units he would ask how it relates to old units. He
    did this when discussing ancient Greece and Rome. He asked how Rome was geographically
    better off than the Greece city-states. He also said the things above are very important. Things
    such as connections to real life or emotions.
    Connections to prior BPs
    The first point is extremely connected to previous BPs. As said in why kids dont like
    social studies, kids dont understand how social studies effects their lives and there for they do
    not like it. (Schug, alt. 47) I am a firm believer that if you do not like something, it makes it
    harder to learn it. The same is said above. It also discusses this in bringing learning alive when it
    said comparing personal experiences with key concepts, students answer questions relevant to
    their life or relate to a personal experience that foreshadows key themes of the upcoming lesson.
    (Bower, 24)

    Cite Page
    Bower, B., Lobdell, J., and Owens, S. (2010). Preview assignment. Bring learning alive! Methods to
    transform middle and high school social studies. Palo Alto, CA: Teachers Curriculum Institute, pp. 2226.
    Schug, M., Todd, R., & Beery. R. (1984). Why kids dont like social studies. Social
    Studies Education, 48(5), 382-287.

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