Teaching for Long-Term Recall
Aaron Smith
Introduction
Research has evolved to reveal
how we learn
Our brain changes simply by
experiencing new things
Balancing repetition
with new ideas
Sleeping is a major factor in longterm memory development
Authentic Learning makes
information relevant to your students
Scaffolding provides the
roadmap for future recall
A student’s own words
provide meaning
Learning Objectives define what
students should retain long-term
Conclusion
References
Bernard, S. (2010). Neuroplasticity: Learning Physically Changes the Brain.
Edutopia. Retrieved September 29, 2013, from
http://www.edutopia.org/neuroscience-brain-based-learning- neuroplasticity
Doyle, T. (2011). Learner-Centered Teaching: Putting the Research on Learning into Practice,
Sterling, Va: Stylus Publishing
Halber, D. (2009). Sleep helps build long-term memories. MITnews.
Retrieved October 06, 2013, from
http://web.mit.edu/newsoffice/2009/memories-0624.html
Silverman, S. (2005). Long Term Memory Strategies. Stritch School of Medicine
Teaching/Learning Center. Retrieved October 06, 2013, from
http://www.meddean.luc.edu/lumen/MedEd/USMLE/Long_Term_Memory.pdf
Stufflebeam, R. (2008). Neurons, Synapses, Action Potentials, and Neurotransmission.
Consortium on Cognitive Science Instruction. Retrieved September 27, 2013, from
http://www.mind.ilstu.edu/curriculum/neurons_intro/neurons_intro.php