According to the recent research improving students' working memories will help increase IQ and other cognitive abilities. Sprenger doesn't promote rote memorization, but she does note that much of the work done with working memory involves simple rehearsals, or "training" working memory, which can be done by showing students simple problems, removing the problems from their vision, and then asking them to figure out the solution. Memorizing short selections, like poems, will help them work on strategies to store and retrieve information.
Other simple strategies recommended by Sprenger to improve students' memory include:
Storytelling This is one of the all-time favorite brain activities, as stories have emotional components that attract the amygdale, the emotional center of the brain. They also have beginnings, middles, and ends that make sense to the hippocampus, the structure that helps store these episodes.
Humor While Sprenger urges care in using it, humor -- not necessarily joke-telling -- is not only attractive to the emotional system, it also allows for some higher level thinking higher up in the brain. Humor, laughter, and joyfulness release important brain chemicals that make us feel good and aid in retention. Some research suggests that we remember at least 30 percent more of what we learn with humor.
Games Games are another hit with student and adult brains. Learning through play is one of the most powerful ways to learn. Limiting competition is important, says Sprenger, but never limit the fun. Repetition aids in storing memory, and the fun will help the brain mark the connections for later memory encoding.
Analogy Comparing and contrasting are skills that make a difference in student achievement. Creating their own analogies or listening to the teacher's will assist students' brains in connecting new information to what it is being compared to. The hippocampus gets the opportunity to draw on previously stored patterns and compare the new to the old. Some of those analogy components might bring up personal memories that will provide another learning link.
Metaphor "Is creating a brain-compatible classroom like preparing a special dish or a meal?" asks Sprenger. Memory is enhanced when students create metaphors connecting what they are learning to something they already know.
Movement Kinesthetic students will feel as though they are part of the lesson if movement, hands-on learning, or manipulation of material is involved. That will appeal to their amygdale, since they like the movement; and to their hippocampus, as active, hands-on learning will bring back memories of prior movement and movement patterns.
A BRAIN-FRIENDLY CLASSROOM ENVIRONMENT
However, there is more to a brain-friendly approach than teaching strategies. Sprengler observes that a teacher who greets students in the morning and looks like he or she is excited about the content, process, and outcome of the learning is an integral part of the brain-compatible classroom. She uses the following list in creating brain-compatible environments:
* No clear and present dangers. Keeping threat and stress low is imperative for the brain to function at high levels.
* Many procedures and rituals. Procedures and rituals calm the brain and free up working memory.
* Flexible grouping that encourages a sense of community. Brains work better when they are with other brains.
* Adequate wait time and time on task. Some students are slow processors and require more time to access information.
* Choice. Choice is the key to brain-compatible classrooms and to differentiation. The brain loves choice because it allows it to problem-solve.
* Curriculum is meaningful. Meaningful curriculum that relates to students’ lives will be memorable. That is not an easy task, but it’s well worth it.
* Formative assessment with timely feedback is used. Ongoing assessment and feedback let the brain know what is expected of it, and provide a framework for learning.
* Attractive and peaceful surroundings. An attractive environment might include plants, stuffed animals, colorful posters, student work, and natural lighting. It would also provide some climate control, because the brain works best in temperatures between 68 and 72 degrees.
Mistakes are also important in the process of learning. Here is the video where a teacher talks about mistakes. Through trial and error, students can learn so much about the world which can ultimately broaden their understanding of life. It could be a stepping stone for acquiring the knowledge to deal with ups and downs of life, teaching student to never give up.
