4 tips for learning and memory recall

Every day we interact with different persons, learn different things and encounter different situations. Hours, days, and weeks from that encounter, can you properly recall what happened?

These are some useful suggestions about memory and recalling events.

1. Our memory glosses over general details of a matter or subject.

When I was working for a bank, I used to take the company bus. At end of the first day, it struck me that the company buses were of the same model and same color. So, how did I make out the bus for my route? The drivers realized one truth: people are interested in taking the gist of a matter and would rather gloss over the details. The buses were parked on the same spot at the same time every day.

If they had not done that, I’d take the pain and an inconvenient one, of recalling license plates, driver faces, bumps on the body etcetera.



Could you make out these faces one hour hence?

Credit: Wikipedia.org

When faced with daily items, our memory is poor. But given specific details, one can easily recall those items. 

2. Our memory is much poorer than we can imagine.

Close your eyes for one second. Can you recall all the items that were in front of you? Zillions, not so, but can you recall just fifty of them? Most persons don’t. Hours after an email was answered, one forgets what the email subject was especially if it was not replied. I was reading my email this week when a company wrote me that my annual subscription was renewed and extended for free. I sent a “thank you” message. If I had stopped receiving the company newsletter, I would surely have recalled that and re-subscribed.
So, never trust your memory. Make it a habit of jotting down important details.

3. Increased exposure does not affect memory recall.

Increased exposure to a matter or subject increases familiarity but does not determine future recall. When I was a bachelor living alone, I used to meet a friend to write me recipes for a favorite African dish. I never stored that recipe in my memory. I can’t even recall that recipe if you asked me! 

4. Distinguishing attractive details is better than learning everything.

For effective learning, students and teachers need to have an idea of how every part of the subject matter are connected. For easier recall, students should concentrate on the easy parts of the subjects, the areas that attracts them most, before moving on to the difficult zones. It is the same with recalling information. Start with your zone of confidence about a subject if you want to be able to remember details about it later. An argument that you had with someone, what really piqued you about it? Make sure you make a note of that. It could be the only thing you might be able to recall weeks or months after.

An educational test tool for school, teacher and class engagement for greater learning

When a prepared teacher walks into a classroom his aim is to make the students active participants in the learning process. That is what engagement is about. Engagement of students in active learning brings about predictable outcomes – increased achievement in standardized test scores and assessment, reduced dropout rates and enrollment in challenging courses. Student engagement should cut across the three dimensions of learning, hence, affective, behavioral and cognitive, whether at the classroom or school level.

Active student participation is a learning good.

Credit: Woodleywonderworks on flickr

How does a school, administrator or teacher measure the frequency of his/her students’ engagement?

According to research from student motivation and psychology, when students participate in class, they could be driven by many factors. One of them is the desire to cooperate in the process and learning, so that the teacher, the oppressor, should not bother them. This is what a teacher wants to avoid. Another is to put the maximal effort without any external compulsive force to show exemplary academic behavior. This latter is a good in a class.

Another reason why an engagement measuring tool is important is that children learn across different developmental stages. The learning predisposition of kindergartens, elementary school, middle high and senior high school students are different. It is known that elementary and kindergarten school pupils are more attuned to affective or emotional learning styles more than high school students.

To fill this knowledge gap in measuring engagement, Ze Wang, associate professor of educational, school and counseling psychology in the College of Education at Missouri University, MU, along with other colleagues produced a classroom engagement inventory (CEI) tool.

The classroom engagement inventory or CEI tool measures student engagement in both the classroom and school level. School level engagement is a prompt for teachers and educators to test why students chose or exempt themselves from out-of-school learning; it measures their interest in schooling at a holistic level. Classroom level engagement would answer questions such as: what can teachers do to make their students participate more in class activities, how can a teacher’s teaching effectiveness be evaluated, how can teachers know and understand how their students perceive them, and understand the relationship between engagement and learning.

The CEI tool has been shown by studies to be consistent and validated. It has been consistent whether the students or pupils have variable characteristics such as ethnicity, income of the family, age, subject and gender. According to Ze Wang, the goal of a tool like CEI is to lead the teacher and students to greater learning.

You can download a copy of the research.