Tate highlights mnemonic strategies like acronyms, acrostics and slogans as ways to improve memory, but does not really address their role in learning. Recall is just one a part of learning. What is not clear is whether some shortcuts to memorization, while improving recall, have a negative effect in overall learning. For example, does memorizing a list of related words using an acronym have a different impact on overall learning than memorizing those same concepts by repeatedly writing down those concepts and their definitions?
I find the idea of using mnemonic shortcuts like acronyms most compelling when keeping in mind Lesser’s assertions that mnemonics are not “intended to replace higher-order thinking or conceptual understanding, but merely to stimulate students to take into account more possibilities or to recall a low-level fact more readily in order to have more cognitive resources available to apply to something more important and conceptual” (p. 152) and that they might help us keep up with a discussion by freeing mental energy we might be using to recall a term or definition, so we can apply that energy to the conversation (p. 151).
Application: Much of my work right now is focused on sharing the Working Out Loud (WOL) process with others. The WOL process is relatively simple in terms of elements and practices, but very complex in terms of behavior change. The 5 elements of Working Out Loud: purposeful discovery, relationships, generosity, visible work and growth mindset; operate as a mnemonic device as each element stands in for a more complex set of practices. The elements have played the role Lesser describes of freeing mental energy for discussion, but also operating as a touchstone for participants. They provide the base of a shared language to use in discussion of the complex human issues that are raised by the WOL process.
It might be helpful to simplify the 5 elements further to discover, connect, give, share and grow.
Assessment: Attention Thought Pad
The attention thought pad is intended to help discussion participants monitor their attention and distraction during a discussion. Participants are asked to keep a notepad at hand. Every time they notice themselves thinking about something other than the discussion, they quickly make a note of what distracted them and set it aside. This helps them monitor their attention, but also helps them set aside the distracting thought. To assess the efficacy for the 5 elements of WOL in helping participants free mental energy for the discussion. I would ask participants to take five minutes to look at the distracting thoughts they wrote down and reflect on why they were distracted. The reasons for distraction related to disinterest or confusion may indicate times the 5 elements of WOL were not doing their job.
References
Lesser, L. (2011), “On the Use of Mnemonics for Teaching Statistics,” Model Assisted Statistics and Applications, 6 (2), 151–160.
Tate, M. L. (2012). “Sit and Get” won’t grow dendrites: 20 professional learning strategies that engage the adult brain. (2nd Ed.) Thousand Oaks, CA: Corwin Press.