{"id":1131,"date":"2020-08-13T15:15:11","date_gmt":"2020-08-13T15:15:11","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=1131"},"modified":"2024-03-14T18:23:40","modified_gmt":"2024-03-14T18:23:40","slug":"general-classroom-strategies-to-aid-in-comprehension-and-memory","status":"publish","type":"page","link":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=1131","title":{"rendered":"General Classroom Strategies to Aid in Comprehension and Memory"},"content":{"rendered":"\n

Strategies for Teachers To Aid In Student Compression and Memory<\/strong><\/p>\n\n\n\n

The following suggestions may be beneficial to teachers to aid in their students’ comprehension and memory of classroom material:<\/p>\n\n\n\n

\u25a0 Gain Attention <\/strong>– Always gain the student\u2019s attention before giving directions or initiating class instruction. Call the student by name or use a gentle touch to alert the student to the classroom activity and to focus attention on the task at hand.<\/p>\n\n\n\n

\u25a0 Delivery Style<\/strong> \u2013 The teacher should slightly decrease the rate of speech to improve the student\u2019s comprehension. Use words that are within the youth\u2019s vocabulary, and define new terms as necessary.\u00a0 Information should be presented in grammatically simple and short utterances.\u00a0

It is often helpful to slightly exaggerate the verbal stress and pausing pattern, as well as to speak at a comfortably loud volume.\u00a0 (Do not shout, though, as these youth are not hard of hearing!)<\/em>\u00a0 Gestures and nonverbal communication that supplements the spoken message may be useful (e.g., facial expression, body language, vocal tone, and inflection).<\/p>\n\n\n\n

\u25a0 Check Comprehension<\/strong> \u2013 Employ frequent comprehension checks by questioning key concepts or having the student repeat or preferably rephrase what was said. In the case of directions, the student may rephrase what it is he\/she is to do, or demonstrate his\/her understanding through his\/her appropriate actions.<\/p>\n\n\n\n

\u25a0 Paraphrasing<\/strong> \u2013 Instructions may need to be repeated on an individual basis if the student has not been able to comprehend the material. The teacher is encouraged to have the student repeat what they think was said (paraphrase), rather than asking the student whether or not they have understood the material.<\/p>\n\n\n\n

\u25a0 Modify the Message<\/strong> \u2013 If you get no response or an incorrect response, repeat or change the message, or say something else that adds information. (The original response of the youth will determine which procedure is best.)<\/p>\n\n\n\n

\u25a0 Sequence Instruction<\/strong> \u2013 Multi-step directions should be presented one at a time. For example, consider:  \u201cThe answer to this question can be found on the last line of paragraph four if you turn to page 61,\u201d versus \u201cTurn to page 61.  (pause)  Find paragraph four.  (pause)  Find the last line.  (pause)  The answer is there.\u201d<\/p>\n\n\n\n

\u25a0 Visual Aids<\/strong> \u2013 Pictures, gestures, and objects capitalize upon the student\u2019s visual processing abilities and provide the auditory\/visual associations often necessary for learning new concepts and language. For older students who can read, help them by writing assignments on the board for them to copy into a notebook.<\/p>\n\n\n\n

\u25a0 Instructional Transitions<\/strong> \u2013 It is helpful if the teacher moves into new instructional topics gradually. Briefly review past material during the transition to increase the student\u2019s success during the learning process.<\/p>\n\n\n\n

\u25a0 Pre-Tutor Student<\/strong> \u2013 Have the student read ahead on a subject to be discussed in class so that they are familiar with new vocabulary and concepts. In this way, they can more easily follow and participate in classroom discussion.  Parents can easily undertake pre-tutoring at home. As well, list key vocabulary on the blackboard before discussing new material.<\/p>\n\n\n\n

\u25a0 Delay Responding<\/strong> \u2013 Give the student time to respond, since this can be a simple and effective way to encourage them to process more deeply what has been said.<\/p>\n\n\n\n

Formal Memory Strategies<\/strong><\/p>\n\n\n\n

Encourage the use of formal memory strategies:
<\/strong>
\u25a0 Reauditorization\/Rehearsal Strategies<\/strong>: Repeat the relevant information that has been presented. Initially, the youth may need to repeat the instructions subvocally several times.  Gradually, they should be able to reauditorize quietly under their breath or even do so internally.

\u25a0 Visual Imagery<\/strong>: Create visual images of the spoken information with the goal of recalling these images to aid in later recall.

\u25a0 Auditory Focusing:<\/strong> Identify the important details to be remembered.  The youth must learn to ignore \u201cfiller\u201d information and focus on relevant facts.

\u25a0 Written Focusing and Mnemonics for Older Students<\/strong>: Use written focusing (summaries or notes on paper), which can also include images, such as drawings, Venn diagrams, or other memory triggers.  Mnemonic devices are often helpful, such as the use of acronyms, catch phrases, etc.<\/p>\n","protected":false},"excerpt":{"rendered":"

\nStrategies for Teachers To Aid In Student Compression and Memory The following suggestions may be beneficial to teachers to aid…\n<\/div>\n
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