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We learn by getting information from the environment, processing it memorising it and then demonstrate what we have learnt by some sort of response or output. We obtain information by listening, looking, feeling, smelling and tasting. We then process this information and link it to other information in order to store it in our memory for later use.We use this information when we speak, write, draw, act make things etc.
We learn by getting information from the environment, processing it memorising it and then demonstrate what we have learnt by some sort of response or output. We obtain information by listening, looking, feeling, smelling and tasting. We then process this information and link it to other information in order to store it in our memory for later use.We use this information when we speak, write, draw, act make things etc.
Auditory Memory
Auditory Memory
Language impaired student can often have a poor auditory memory – this is remembering information that is presented to them orally (information they have heard).
Difficulties with auditory memory may occur as the information comes in (processing), what we do with the information (storage) or accessing it at a later date (retrieval).
There has been no scientific proof that memory itself can be improved but it is possible to build up skills to improve our functional skills.
Classroom Management
Classroom Management
There are a number of reported learning styles but here we will just concentrate on 3 – visual, auditory and tactile. Each of us has a more dominant learning style for giving information and receiving information. If we are able to use our preferred style for learning or explaining our ideas then we our more likely to be more successful than if we are forced to use a less preferred style. Therefore, the curriculum will be more successfully taught if the pupil’s preferred style is taught or a combination of all 3.
It is important then that pupil’s with poor auditory memory are given opportunities to learn through visual and tactile means and also to demonstrate their knowledge through these means too.
Ideas to facilitate processing and storage of information
Ideas to facilitate processing and storage of information
Present information in a way that is easier for the pupil to understand, link and store the information (flow charts, mind maps, boxed information etc)
Give an overview of the information before dealing with the details.
Group or classify information
Overtly highlight key points
Present information in ‘chunks’ allowing time between
Offer learning breaks
Use visual aids and practical demonstrations
Use different coloured paper for different subjects
Encourage pupil’s to demonstrate by holding items to show the class etc
Try to present vocabulary pictorially
Overtly link information with previously taught information
Summarise key points at the end of lessons
Give out a summary sheet rather than have the pupil attempt to remember and record verbal information
Strategies to support students with poor auditory memory
Strategies to support students with poor auditory memory
Encourage the pupil to ask for repetition
Encourage rehearsal of information
Write down the key points or draw simple pictures
Add as much visual support as possible - see visuals section
Use repetition and summarise information
Group information together
Use checklists or task plans
Teach the pupil to use devices such as post-it notes, calendars, memo books or even their mobile phone!
Link new information to what the pupil already knows
Provide experiential learning to support what has been learnt in class
Demonstrate memory techniques to use within the classroom setting
Memory Strategies
Memory Strategies
Different memory techniques work better for different people and again can be dependent on the style of learner. Try various techniques with the pupil to determine which ones work best. You may need to practise the techniques initially and then support the pupil developing them as an independent tool.
visualisation: As they saying goes a picture paints a thoudand words! Images are concrete and we can turn abstract information into easy-to-remember mental pictures. Anything can be made in to a picture, but it might take practise. The images are literally mental hooks that allow you to retrieve the information from your long-term memory.
association: This works by actively creating associations between bits of information. For example, for the plane that we need to catch at 2pm, we can imagine the plane in our mind, and notice that it has 2 wings. Two wings, 2pm - there’s an association. We are now ten times more likely to remember the take-off time long after it has faded from our short-term memory.
Games/Activities to help with Auditory Memory
Games/Activities to help with Auditory Memory
1. Play Simon says... Add extra actions, e.g. clap your hands then hop on one leg. Encourage them to do the actions in the correct sequence and increase the instructions.
2. Set up a 'shop' with a set of food pictures or real food and ask the young person buy items for you . 'Buy chocolate, apple and beans'. Then increase to four items. Encourage visualisation of the items as you are saying them. Explain that this this helps later recall.
3. Then play the shopping list game. The first person begins by saying 'I went to market and bought a car. The next person should repeat this and add an extra item. Again encourage visualisation to help aid memory.
4. Using a set of pictures (six to eight if possible) ask the child to select 3 that you have named. Then increase the number of pictures to choose to four etc.
5. Send the young person to deliver a message which requires a response,e.g. “Go and ask Mr Jones for a pencil and a pen‟. Practise rehearsal or visualistion.
ready set remember
ready set remember
For a link to the original file, please click here:
https://www.peirsoncenter.com/uploads/6/0/5/5/6055321/iif_kgpm_mense_ready_set_remember.pdf.pdf
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