Professional Inquiry Project

Kristalyn Bowie, Aquinna Brokenshire, Hudson Sheen

TABLE OF CONTENTS;
● Inquiry Question - Slide 3
● Purpose and procedure - Slide 4
● Research - Slide 5
● Benefits - Slide 9
● Inclusivity - Slide 10
● Teaching strategies - Slide 11
● Lesson Plans and Resources - Slide 13
● Reviews - Slide 20
● Reflections - Slide 21
● Conclusion - Slide 25
INQUIRY QUESTION:

How can music and mnemonic devices be implemented in the

classroom to benefit and include all learners?
PURPOSE AND PROCEDURE
Each of us teach classes that have very specific learning needs. We wanted to come up with ways to
better engage our less-motivated students. We also wanted to come up with ways to be more inclusive to
all learners and to meet them at their own levels.
We have a variety of different courses that we are teaching, including: Grade 1 Literacy and
Numeracy, Grade 4/5 French, Grade 4/5 Music, Grade 1 and 2/3 Physical Education and Grade 8 Science
and Math. In all of these courses, we realized that we were already implementing music and mnemonic
devices into our teaching on a regular basis. We have seen that utilizing music and mnemonic devices
enables students to learn and retain information very effectively and are excited to see how we can use
these devices to benefit all our students more consistently.
We are all using different devices and strategies across a variety of courses and grade levels. The
main processes of this inquiry project were research, trial and experimentation in the classroom,
reflection, discussions with other teachers in our schools, and assessment of the benefits for our students.
All of these processes allowed us to create a valuable and useful teacher tool.
RESEARCH
Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics, and Criteria. Review of
Educational Research, 51(2), 247–275.
https://doi.org/10.3102/00346543051002247

​This article discusses some of the research that has been done on mnemonic devices. This article is a little dated, it
was published in 1981, so it goes over how there is a lot of research that should be done on mnemonic devices and
why that research would be important. The article explains that differences in individuals will have effects on how
well these devices work for particular people - some can develop mnemonic devices on their own, whereas other
people need support in developing them, or would be better off using ones that are already developed. The article
goes on to cover the educational applications of these devices and how in particular the key word strategy aids in
learning new vocabulary. According to this article there are three types of mnemonics, peg-type mnemonics, chain-
type mnemonics and single-use mnemonics.

This article is relevant to the subject of our PIP because it discusses the importance of learning about
mnemonics since the author stresses how important it is that research be done. It also covers a lot of the basics when
it comes to these devices as it discusses how different people need different strategies, the educational applications
and the different types of mnemonics.
 Cohen, A. D. (1987). The use of verbal and imagery mnemonics in second-language vocabulary learning. Studies in Second
Language Acquisition, 9(1), 43–61.
https://doi.org/10.1017/s0272263100006501

This article discusses the different types of mnemonics devices in a bit more detail. In particular, it explains that peg-type
mnemonics are used for numbers and helps to remember numbered or ordered information. Chain-type mnemonic devices are
remembering words by use of a story, rhyme, or song. Both verbal material and visual material serve as mediators for the
memorization of the material. This applies to language learning. Verbal materials involve words that are similar between the
two languages. Imagery materials refers to the use of imagery to remind us of the word. The article goes on to compare these
two types of materials, looking at the pros and cons of each. The article also explains the difference between learner generated
vs. teacher-supplied mnemonics. The conclusion was met that learner generated mnemonics are better for adults, as teacher-
supplied mnemonics work better for young learners, and visuals should be supplied to young learners rather than having them
come up with their own visuals. The author also goes into five issues of contention for committing words to memory, and four
issues of contention for retrieving words in other contexts.

This article is relevant to our PIP, especially to the language area of the PIP as it specifically discusses using
mnemonics in second-language vocabulary learning, which is my main area that I am focusing on for the PIP. This article will
provide insights into how best I can use mnemonics in my classroom to help my FSL students retain the most vocabulary that
they can, in a fun and engaging way.
Richards, J. (1969). Songs in language learning. TESOL Quarterly, 3(2), 161–174.
https://doi.org/10.2307/3586103

Songs are extremely valuable to helping students retain information, this stands true for learning a new
language. Songs are child centered and enjoyable, making learning fun. The article explains how songs are
useful in learning vocabulary, pronunciation, structures, and sentence patterns. With songs we can do a
variety of learning. Students can practice new sounds without the repetition of these sounds becoming
boring, students can work on rhythm, stress, sentence pattern and syntax, and vocabulary. Repetition is a
great learning tool, but can quickly become boring. Songs make repetition possible in a way that stays
engaging and exciting. The article is great for teachers as it explains how to adapt songs, as well as the best
way to present them in a classroom.

Songs are one of the main things that will be used as these are some of the most engaging ways of
having students learn new vocabulary. I have already found that students memorize songs super fast, so this
is something that we are interested in learning more about and in continuing to use in the classroom.
Benefits of Incorporating Music and Mnemonics into
the classroom
Increases Contributes to
Increases
1 2 information 3 general classroom
engagement
retention management
Music and Mnemonic devices By using mnemonics we make Rhymes and jingles are an
increase engagement in the something more memorable so effective way of grabbing the
classroom because they are a that it can be more easily recalled. attention of the class in a timely
change from routine speaking. We create associations between a manner with less effort. Attention
Music and mnemonic devices tune and a concept - making it grabbers are a necessity for
stand out to the ear and to the easier to recall the concept when teachers teaching any age. Musical
brain. Listening to, creating, and we hear the tune. A key thing to attention grabbers are an excellent
playing music uses practically remember is that these mnemonic option. Using musical instruments
every part of the brain and is devices are fortified and most is another option to be able to
simply a fun way to learn for effective when used repetitively draw students in to focus on a
students of all ages. and consistently. task.
HOW IS IT INCLUSIVE?
❖ Using music is a method of teaching that can incorporate literacy and
numeracy without reading and writing. This is a great support as students of
various levels and abilities can participate simultaneously by verbally sharing
the words or using pictures. On the other hand, subtitles or lyrics can be
shared on the board so students recognize key vocabulary words.
❖ Music can be used to make learning feel welcoming, as everyone can enjoy
music in some way or another. When music is used to teach concepts,
students don’t even realize how much they are learning and are more likely to
remember the song and the concept.
❖ When the class is singing or rapping together, they are connected and it is a
way to build positive classroom culture.
Teaching Strategies to Implement in the classroom:
1. Playing Background Music
Simply playing calming music in the background can aid in creating an effective
learning environment. Putting calming music on while students are working can
also aid in keeping the overall classroom volume at a reasonable level.

2. Using Musical Attention Grabbers

Having many jingles to be able to redirect and regain your students’ attention is
essential for a teacher. Most attention grabbers have either a familiar melody or a
consistent rhythm that stands out to students more than normal speech.

3. Using Musical Movement Breaks

Movement breaks are essential for effective learning environments. Using
movement breaks found on websites such as Just Dance or GoNoodle are a great
tool for teachers to help students release energy and refocus after.
Teaching Strategies to Implement in the classroom:
4. Incorporating Music Videos to teach valuable concepts:
Visual and audio components used repetitively can aid students in understanding and retaining new and
important information.Incorporating visual and audio components can also increase engagement in the
classroom.

5. Create specific mnemonic devices to use to memorize important concepts:

Songs are great mnemonic devices to use in order to memorize important concepts such as vocabulary. It is
also great for memorizing classroom routines: when you hear this song it is time to clean up. It can also be
as simple as putting math facts to a simple tune. Repetition of important concepts to a specific rhythm or
tune allow students to retain that information more effectively.
6. Create music-based projects to summatively assess students’
understanding:
An example of this would be a project where students create a song or a rap to demonstrate their understanding of
concepts learned in class.
 Lesson Plans

Examples of lesson plans using

mnemonic devices and music.
Colours - Grade ⅘ French Second Language
This lesson plan was made for a
grade 4/5 FSL class for a lesson
where they were learning the colours
in French. The song was introduced
and we paused after every colour so
that students could write them down.
After all the colours were written
down we listened to the song in its
entirety a few times while students
were working on their colours
worksheet. This helped students as
they could reference it as they were
working. During the closure activity
when students were asked what
colour a few different pencil crayons
were they were able to recite the
colour from memory.

Resource (song):
https://www.youtube.com/watch?v=f
ZR66TjjrDc&t=25s
Numbers 1-20 - Grade ⅘ French Second
Language In this lesson students learned the
numbers from 1-20 in French using a
video for visuals and a video that was
a really catchy song that the students
enjoyed. After this song was played
the first time on the next play there
were many students standing up and
singing along. There are dancing
“caterpillars” in the song and the
students were trying to copy what
the caterpillars were doing. Not only
did this song help students recall
their numbers, but it also gave them
a little movement break during the
lesson.

Resources:
Video:
https://www.youtube.com/watch?v=
pWImW4lfulk

Song:
https://www.youtube.com/watch?v=
UsEz58BblMY
Manners - Grade ⅘ French Second Language
Out of all the songs that I have
introduced in my French Second
Language class this has been the
favourite so far. Students often ask
me to play it, and almost everyone
sings along when it comes on. This is
a song that teaches manner such as
“please” and “thank you” in French. It
also includes visuals of common
things in French culture such as the
Eiffel Tower, so it is good for the
students in that way as they get to
learn about the culture as well as the
language while watching it.

Resource:
https://www.youtube.com/watch?v=
HYCJTwysn9g
Numbers 1-20 - Grade 1 Numeracy
In this Grade 1 Numeracy lesson
plan, students were being
introduced to the number 14.
Routine is important for Grade 1
students and so throughout the
unit, I played a Counting song
which helped students learn to
count from 1-20. Throughout the
lesson, I used many musical
attention grabbers, and began
introducing some math addition
facts to common tunes such as
“5+5 is 10” to the tune of Do Do
So So Do. We also chanted
numbers and their digits in a
catchy rhythm to help students
remember that new and important
concept.

Resource:
https://www.youtube.com/watch?
v=D0Ajq682yrA
Lucy Calkins Writer’s Workshop - Grade 1 Literacy
In this Grade 1 Literacy lesson
plan, students were working on
adding content into their teaching
texts. An effective method I used
in this lesson was putting
elements of stories into a simple
song to the familiar tune of “The
Farmer in the Dell”. The
repetitiveness of the song taught
students important elements to
add into their stories. We learned
the song in small parts and this
song lead us into many valuable
discussions about improving out
stories. This song reinforced the
concept of “When you think
you’re done, you have just
begun.”Throughout the lesson, I
used many musical attention
grabbers and some Jolly Phonics
songs to remind students of
specific letter sounds to help them
Jolly Phonics - Grade 1 Literacy
In this Grade 1 Literacy lesson
plan, students were being
introduced to the letter M through
the Jolly Phonics program.
Routine is important for Grade 1
students and so throughout the
unit, we would consistently listen
to the given letter sound song and
would practice the coordinating
hand gesture with the song.
Throughout the lesson, I used
many musical attention grabbers,
played calming and quiet music
Note: My Teacher Mentor teaches Blitz, during their work time, and used a
which is essentially a small group lesson musical Just Dance break to
to help students learn their letter sounds. refocus their minds and get their
After learning about my PIP and Jolly wiggles out. I also used a musical
Phonics lessons, Diane incorporated instrument, called a slide whistle.
simple songs to teach letter sounds to her Students loved the instrument
struggling students and saw significant and were very eager to pay
improvements very quickly! attention when they heard the
unique sound.
Adding and Subtracting Integers - Grade 8

During this lesson, the first song of the semester was introduced - an
adding and subtracting integers music video. This song was highly
effective in helping students to memorize the key rules as they sang it
many many times over the course of the unit. Students requested this
song months after we completed the unit, and because of the rules they
memorized through the song, they were prepared for further units.
While using the song was a short part of this particular lesson, it was
included in almost every lesson to help students remember the important
concepts.

Resource: https://www.youtube.com/watch?v=q2IW9FolSnc
Multiplying and Dividing Integers - Grade 8
A multiplying and dividing integers
song was used as it was based on a
popular rock song. Because
students were familiar with the tune
of the song, they were able to
quickly learn the simple words and
sing it at the beginning of each class.
When students would forget an
integer rule, I would start singing the
beginning of the line, and all the
students would join in. By the end
of the unit, all students knew the
words and I could hear students
singing the songs quietly during the
final test.

Resource:
https://www.youtube.com/watch?v=DG0mWU
FFiJo
BEDMAS and SLIP WW - Grade 8
Several mnemonic devices were used as memory
aids during this semester. One common math
mnemonic device is the acronym BEDMAS -
used to teach students the correct way to solve
order of operations. Using these devices helped
students as it was familiar and students would
often quickly write the word down at the
beginning of an assessment to have it their to
remember.

SLIP WW was a memory aid used in Science to

help students remember the 6 most common
simple machines. When repeated rhythmically,
students learned the common simple machines
in record time.
REVIEWS FROM STUDENTS:
Student reviews stated that music helped calm
their anxiety, helped them to concentrate, and
improved their memory in a fun and engaging
way.
REFLECTIONS
Reflection - Aquinna

I found mnemonic devices, especially songs to be an effective way of teaching key concepts to classes. I
will list some of the ones that I found worked the best; the use of the song “Count with me to 20” by a
YouTube channel called “Singing Walrus”. The students always asked for this song every lesson and it
was a way for them to be engaged and having fun while learning to count to 20. I used multiple songs
with my grade 4/5s for FSL as well. The ones that they enjoyed the most were the alphabet song, and a
song about manners. Sometimes if we finished a lesson early they would ask to listen to these songs,
and everyone would sing along. I would also find them humming some of the songs while they were
working. This demonstrated to me that the vocabulary and concepts that we were learning were being
solidified in an engaging and were staying in the memory of the students, even weeks after we had
moved past that subject.

I would definitely recommend using mnemonic devices in the classroom, especially for learners who are
needing exciting new ways of retaining vocabulary and concepts learned in class.
Reflection - Hudson
While working on this Professional Inquiry Project, I have been able to utilize many new strategies that I
will keep developing throughout my teaching career. It has been incredible watching many of these simple
devices aid my students in the variety of subjects that I was able to teach this semester. I noticed the
benefits of mnemonic devices and music in the classroom most evidently in my Grade 1 Literacy,
Numeracy, and Physical Education classes. For example, we often sang a song that reminded students to
write their name. Though this was a simple song, I noticed that my students never forgot to write their
names on their worksheets, and they even helped remind each other by singing the song to each other. We
used many music dance/movement breaks to refocus students before completing a new task. I used
countless musical attention grabbers, and even occasionally used musical instruments to get the attention
of my students. At the beginning of my Numeracy unit of Numbers 1-20, I began slowly introducing simple
addition math facts to common tunes. For example, I put the math fact: “6+6 is 12” to the tune of Do Re
Mi Fa So. Before they even knew it, my students had learned and remembered one of their first math facts.
My teacher mentor teaches small groups of Grade ⅔ students a few times a week to help them with their
letter sounds. I suggested that she incorporate some musical jingles into her lessons to help students that
were struggling with information retention to remember the letter sounds. I was amazed at how quickly
those students caught on after just 2 lessons with music and mnemonic devices.
I have seen first hand how beneficial and effective mnemonic devices and music are in the classroom and
will forever continue to develop new strategies to improve my teaching practices!
Reflection - Kristalyn
Throughout this semester, I have found music to be a great teaching tool. In my classes with the range of learners, using
music was a way to bring students of all levels together and support them. Some of the songs I chose were very specific
relating to the key concepts for the units, while others were a fast way to engage students in unique topics. The most
common response I got from students was that they liked it because “they weren’t learning” so it has been a neat
opportunity to teach students in a way that they enjoy and request, and teach them in such a way that they are learning
without even realizing it. Students still (in November) sing word-for-word songs that they were taught at the beginning of
the school year and request them often. I found that using music specifically to teach science and math concepts was a
great way to help students memorize concepts. Especially when some of my students need support to read and write, using
music has been a way to meet them at their level and help them learn through a universal format. When using music, it is
definitely important to choose appropriate songs and sell them to the students based on their importance in your lessons so
that students enjoy them.

Mnemonic devices have also been used in the classroom as memorization tools. A common mnemonic device used in my
main Linear Relations and Equations unit was BEDMAS, while other memorization tools were created for specific classes by
myself or my students. One example would be SLIP WW, a tool for remembering the six simple machines.

Both music and mnemonic devices were a highly effective and engaging way of teaching students and I hope to be able to
continue to use them in the future.
CONCLUSION:
Throughout this semester, in each of our classes, we saw the benefit of using music and mnemonic devices
in increasing student engagement, helping students memorize key information and concepts, and helping
with classroom management. Music has been proven to improve learning and focus and after
implementing these strategies in our classrooms we saw their benefit. Students were excited to sing and
dance, or to remember the mnemonic devices and share them with their classmates and students did not
require any prior knowledge to participate.

Music and Mnemonic devices can be used as attention getters, teaching tools, background music, or as the
focus of a lesson, but through our practice this semester, we found all to be successful methods of
teaching in the classroom at all different ages. While the specific songs and mnemonic devices differed by
grade level, the positive effects were seen at every age. It was enlightening to see the effect of teaching
through music and see the long-term effects that music had on students as they continued to sing the
songs even months after they were taught. Music and mnemonic devices are a universal teaching tool that
allow teachers to meet students at their level and teach students in an engaging and long-lasting way that
will stay with them for years to come.