1. Brain-Based Learning Week 4
PowerPoint Outline

2. Information Processing Model
Sensory Working Long-Term
Memory Memory Stored Memory
Attention
Retrieved
This Section
Remember to fill in the brain advanced organizer from the webinar.

3. Long Term Memory Model
Redundant
memories
stored in
more than
place.
In is In!
Adapted from Information Processing Model: http://192.107.108.56/portfolios/m/murra_k/final/imp.html

4. Read the Long-Term Memory
Handout
Long-Term Memory1
Long-term memory is like a computer hard drive. Information
moves from the working memory into long-term memory where it
is stored (purpose/function). The capacity of long-term memory
is unlimited and unlike sensory and working memory, the
duration is indefinite – information is stored permanently in your
long-term memory.
Your long-term memory is a network of intricately interconnected pieces of
information. Related pieces of information are connected together. The more you
use something after you’ve learned it, the more you solidify the connections
between pieces of stored information. The more solidly information is connected
to other information, the easier it becomes to retrieve that information when you
need it. 2
The key to storing information in your long-term memory AND being able to
retrieve that information is “meaningfulness.” Long-term memory files
information according to “meaning” – the degree the new information can be
related to – connected to – information already in long-term memory. Learners
create meaning by processing information – doing something with it. For example,
you process information when you have the opportunity to discuss, compare,
contrast, summarize, practice, and apply.
Because information is stored by being connected to existing information, it helps
to “activate” the knowledge you already have about the topic or concept. Think of
this as getting related files out of a filing cabinet and placing them on your mind’s
desktop so that you can store the new information appropriately.
Long Term Memory consists of three main processes that take place consecutively:
encoding, storage, and retrieval (recall) of information.
Encoding – The purpose of encoding it to assign a meaning to the
information to be remembered. How effectively someone can retrieve
1
http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy6/edpsy6_long.htm; http://coe.sdsu.edu/eet/articles/ltmemory/start.htm;
http://www.gpc.edu/~bbrown/psyc1501/memory/; http://library.thinkquest.org/26618/en-5.2.4=Long-term%20memory.htm; http://www.nwlink.com/~donclark/hrd/learning/memory.html

5. Explore the Website Link Related to
Long Term Memory
http://wik.ed.uiuc.edu/index.php/Memory%2C_long_term

6. Post to Discussion Board #1
 What did you learn about long-term
memory?
 What questions to do you have?

7. Read Meaningfulness and Critical
Attributes Handout
Key concepts
Meaningfulness1
The key to storage is the concept of meaningfulness – the degree to which new
information can be related to information already stored in the learner’s long-
term memory. The brain automatically attempts to make meaning – to make
sense of our experiences. The brain is designed to connect, organize and
categorize information in meaningful ways. The brain actually resists storing
isolated pieces of information unrelated to what makes sense to us. When
deciding whether or not to store information in long-term memory, the brain
asks two questions:
 Does this make sense? This refers to whether or not the learner can
understand the new information based on his/her experience. When a
learner says, “I don’t understand,” they’re stating the new information
isn’t clear to them.
 Does this have meaning? This refers to whether or not the new
information is relevant to the learner. When a learner asks “Why do I
have to learn this?” they’re saying the new information does not seem to
be relevant to them.
Critical attributes (defining characteristics)2
The brain stores information based on similarities. New information is
stored with information already in long-term storage that has similar
characteristics or associations.
Example: When learning about physical development, the brain will
connect the concepts of fine motor development and gross motor
development to information the learner already knows about how
children develop physically, activities and materials that support physical
development, personal experiences related to fine and gross motor, etc.
The more connections made between the new information and existing
information, the better.
However, the brain retrieves information based on differences. To pull
something out of long-term memory, the brain looks for the characteristic
that makes the item different from all the other pieces of information stored
with it. These differences, or defining characteristics, are frequently referred
to as critical attributes.
1
Sousa (2001); Vockell (nd)
2
Bergeron (1999); Sousa (2001); Murray (2001)

8. Discussion Board #2
 Head down memory lane as you
explore your long-term memory.

9. Explore Mnemonics
 A mnemonic (/ n ə ˈ mɒ n ɪ k with a
silent "m"), or mnemonic device, is any
learning technique that aids memory.
 Visit:
http://wik.ed.uiuc.edu/index.php/Mnemonics

10. Discussion Board #3
 Your turn – post a mnemonic
to the discussion board.

11. Review the Memory Strategies
Checklist
Instructions
1. Read each statement, and then select the answer that BEST describes your current
use of each strategy.
2. Review your answers.
3. Select 3 strategies that you would like to begin to use and/or use more frequently.
4. Post your choices to discussion board #4. Describe why you selected these
strategies.
Sometimes
Always
Never
Memory Strategies
I facilitate memory storage and retrieval by:
Using props, humor and other strategies to catch their
5 4 3 2 1
attention.
Connecting content to learners’ needs
5 4 3 2 1
(e.g., WII-FM, WII-FK).
Chunking content into “memorable pieces.” 5 4 3 2 1
Providing job aids as memory supplements (e.g., take-
5 4 3 2 1
home poster of hand washing steps)
Planning icebreaker/opener activities that get participants
5 4 3 2 1
thinking about the topic.
Incorporating “processing” time for participants to reflect,
5 4 3 2 1
rank, prioritize, classify, compare, discuss, and/or apply.
Lecturing less and using training strategies that engage
participants more (e.g., peer teaching, discussion, guided 5 4 3 2 1
reading, card sorts, application exercises).
Using strategies (e.g., analogies, brainstorming, concept
mapping) to help participants recall what they already 5 4 3 2 1
know (activate prior knowledge).
Incorporating strategies that help participants connect new
5 4 3 2 1
knowledge to “existing” knowledge (e.g., use analogies).

12. Discussion Board #4
 Post the strategies from the
Memories Strategies Checklist
that you would like to begin to use
and/or use more frequently.

13. Read Long-Term Memory Strategies
Handout
Brain-Based Long Term Memory Strategies
Strategy: Activate prior knowledge. Make it easier for the brain to
connect new information to existing information (meaningfulness).
Tactics Examples
Analogies: An analogy  Washing your hands is like washing a dirty grease
compares two things in order to pan because…
explain a new idea/concept by
showing how it is similar to a
familiar idea/concept.
Self-assessment: Offer  “Check your knowledge” (pre-test)
participants an opportunity to  Checklists (Check the strategies that you currently
assess what they already know use….)
about a topic.
Best/Worst Scenarios: Ask  Think about the worst part of your day. What is
participants to remember their going on at that time?
best or worst experience related  Think about the best parent conference you’ve ever
to the topic. had. What made that parent conference the “best?”
Definitions: Ask participants  How would you define discipline? Jot your
to write a definition of a definition down.
concept BEFORE discussing it.
Brainstorming and/or concept  Brainstorm a list of toys/materials you think should
mapping: Ask participants to be in a block area.
brainstorm or diagram what  Draw a diagram that shows how you think germs
they already know about a get spread in a day care center.
topic.
Use openers - icebreakers that Fractured sentences: Identify sentences that
get participants thinking about relate to your training content (e.g., Outdoor playtime
content. is not staff break time.) Write each word on index
cards, capitalizing the first letter that begins the
sentence and using a period after the last word. Give
each participant one index card. After “putting the
sentences back together,” participants discuss the
sentence. 1
1
Ukens (2000)

14. Final Reflection
 How will you use the
information related to long-
term memory storage and
retrieval in your training
practices?