Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning...

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Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George Mason University

Transcript of Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning...

Page 1: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Improve Memory for School Learning with Mnemonic Instruction

Tom Scruggs, Ph.D.

University Professor Emeritus

George Mason University

Page 2: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

These materials were developed, implemented and supported in part from a grant: from the U.S. Department of Education, Institute of Educational Sciences

(Grant No. R324A070199-07) .

Please note some pictures were removed because of copyright restrictions.

Page 3: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Memory

Memory for semantic (verbally-based) content is critical for all aspects of school success.

Vocabulary

Facts

Procedures

Content area knowledge

Page 4: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

For example:

What countries were associated with the Central Powers in World War I?

What is the hardness level of crocoite according to the Mohs scale?

What are the five classes of vertebrates?

What was the Zimmerman note?

What is the definition of radial symmetry in invertebrate animals? Provide examples.

What are the three sections of the earth?

What is nonpolar covalent bonding?

Page 5: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Memory and Students with Disabilities

However, students with disabilities may exhibit deficits in several aspects of memory (e.g., Bauer, 1977; Brainerd, Kingma, & Howe,

1986; Ceci, 1984; Laws et al., 2015; Swanson et al., 2004):

Short term memory

Working memory

Long term memory

Everyday memory

Spontaneous use of learning strategies

Page 6: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Swanson et al. (2004), p. 60-61

“Readers with LD, as a group, are distinctly disadvantaged compared to their peers when they are required to memorize verbal information. [They] have difficulty remembering familiar items such as letters, words, and numbers and unfamiliar items that can easily be named and stored phonetically in memory.”

Page 7: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Consequences

As a consequence, many students with disabilities exhibit performance deficits on school tasks and academic tests.

Page 8: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

What are General Techniques for Improving Memory?

Increase Attention.

Promote External Memory.

Enhance Meaningfulness.

Use Pictures.

Minimize Interference.

Promote Active Manipulation.

Promote Active Reasoning.

Increase the Amount of Practice.

Teach “Meta-Memory”

Page 9: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

What Are Effective Mnemonic Strategies?

Strategies that make Unfamiliar Information more:

Concrete

Meaningful

Familiar

Memorable

Page 10: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Most Effective Techniques

Mnemonic strategies

Keyword method

Pegword method

Letter strategies, such as acrostics and acronyms

Other verbal elaborations

ranid

10 =

Page 11: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Mnemonic strategies

First described by the ancient Greeks; revived in the Middle Ages (see Yates, The Art of Memory, 1966)

Discussed by William James, Principles of Psychology (1890)

First employed experimentally by Atkinson (1975), for teaching Russian vocabulary to college students.

Employed in late 1970s with k-12 students (Pressley, Levin, & Delaney, 1982)

Employed with students with disabilities, 1983-present

Over 40 experiments, >2000 students

Page 12: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Effectiveness of Mnemonic Strategies: Overall Percent Correct Across Studies

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Immediate and Delayed Effects

Mnemonic

Traditional

% C

orrect

Page 14: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

The Keyword Method

Identify a similar sounding, familiar word (keyword) for the target word to be learned.

Create a picture of the keyword interacting with the to-be-remembered information

Show students they can retrieve the information by thinking of the keyword and what was happening in the interactive picture

Page 15: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Ranid (rain) frog

Page 16: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Carline (car) Witch

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© Scruggs & Mastropieri

Page 18: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George
Page 19: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George
Page 20: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

© Scruggs & Mastropieri

Page 21: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

What does _______ mean?

Coltre

Bocca

Carline

Capra

Scarpe

Ranid

Page 22: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Why Do Mnemonic Strategies Improve Memory for Many Students with Learning

Difficulties?

• Mnemonic strategies minimize relative weaknesses of many students with learning difficulties

• Semantic memory • Spontaneous word retrieval • Prior knowledge • Spontaneous strategy use

• Mnemonic strategies maximize relative strengths of many students with learning difficulties

• Memory for pictures • Awareness of acoustic similarities • Ability to benefit from provided retrieval links • Associations with concrete, familiar information

Page 23: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Vocabulary Instruction for Students with Learning Disabilities

Oxalis (ox) clover-like plant

Page 24: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Procedure

32 junior-high students with learning difficulties were seen individually

Students were assigned at random to condition, stratified by grade level.

16 students in the mnemonic condition, 16 students in the direct questioning condition.

Page 25: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

RANID (rain) FROG

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RANID FROG

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79.5

31.2

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%

correct

Experimental Condition

Results

Mnemonic

DirectQuestioning

Page 28: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Questions about Mnemonics

Also good for abstract information?

Do mnemonics hinder comprehension?

Can information/strategies be combined?

Do learners get confused over time?

How versatile are mnemonics?

Too much emphasis on facts?

Can students generalize mnemonic strategies to their own learning?

Page 29: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Vituperation abusive (viper) speech

Page 30: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Octroi (octopus) tax on goods

on entering town

Page 31: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Saprophytic feeding on decaying

(Sapro, the fighting tick) organic matter

Today’s Menu: Decaying organic matter

SAPRO, the Fighting Tick

SAPRO

Page 32: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

The Pegword Method: For numbered or ordered information

One is bun

Two is shoe

Three is tree

Four is door

Five is hive

Six is sticks

Seven is heaven

Eight is gate

Nine is vine

Ten is hen

Page 33: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

2nd class lever (shoe) wheelbarrow

fulcrum

effort

load

Page 34: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Pegword method

Can keyword method be combined with the pegword method for remembering numbers?

Page 35: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Participants

90 ninth graders students with learning difficulties 68 boys, 22 girls

Mean age 14 years, 9 mo.

Divided into relatively high vs. low comprehenders

Conditions: Mnemonic, direct questioning, free study

Page 36: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Materials

Content: hardness levels of minerals, according to the Mohs scale.

Mnemonic pictures included keyword representation of mineral name, pegword for hardness level.

Page 37: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Crocoite (crocodile) 2 (shoe)

Page 39: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Topaz (top) hardness 8 (gate)

Page 40: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Calcite (cow) 3 (tree)

Page 41: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Crocoite 2

Page 42: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Apatite 5

Page 43: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Calcite 3

Page 44: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Topaz 8

Page 45: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

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%

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Imm. Delay

Experimental Condition

Results

Mnemonic

Free study

Directquestioning

Page 46: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Multiple Attributes

Can students with learning difficulties learn multiple attributes -- e.g., hardness, color, common use -- with mnemonics?

Example: WOLFRAMITE: A black wolf at a door turning on a light bulb Black = mineral color

Door = hardness level #4

Light Bulbs = common use (from tungsten filaments)

Page 47: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Black in Color Hardness 4 (door)

Used for Light Bulbs

Wolframite (wolf)

Page 48: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Pyrite (pie) Hardness 6 (sticks)

Yellow color used for Explosives

© Plenum Publishing Corporation

Page 49: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Calcite (cow) hardness 3

Grey color used for Steel

Page 50: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Corundum (car) 9 (vine)

red color used for jewelry

Page 51: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Results

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%

correct

Mnemonic DI Free Study

Hardness

Color

Use

Page 52: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Extended Mnemonic Instruction

Page 53: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Research Questions

Can students with learning difficulties learn using mnemonic strategies over several days without becoming confused?

Can color be used to symbolize information?

Page 54: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Participants, Procedure

64 students with learning difficulties, assigned at random in small groups to experimental or direct questioning conditions

Groups were taught dinosaur names, dinosaur attributes, and reasons for dinosaur extinction, over 3 days, in random order.

Page 55: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Ptero- (tire) winged

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Saur (saw) Lizard

Page 57: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Wow! That’s a BIG broccoli!

Period – middle Eats – plants Specific – one of the biggest dinosaurs

© Scruggs & Mastropieri

Page 58: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

© Scruggs & Mastropieri

Page 59: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Questions

What does ptero- mean?

What does saur mean?

What is a pterosaur?

What period did brachiosaurus live in?

Was brachiosaurus meat-eater or plant-eater?

What else do you know about brachiosaurus?

What was reason #6 for dinosaur extinction?

Page 60: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Results

0

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14

Mnemonic DI

Vocabulary

Attribute

Extinction

Page 61: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Effects Over Days

3

4

5

6

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8

9

1 2 3

Mnemonic

DI

Page 62: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Curriculum Applications of Mnemonic Instruction

Can mnemonic strategies be applied to a chapter from a content area textbook?

Page 63: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Reconstructive Elaborations

Mimetic: Representational picture for concrete, familiar information (e.g., trench)

Symbolic: Symbolic picture for abstract, familiar information (e.g., foreign policy)

Acoustic: Keyword strategy for unfamiliar information (Zimmerman)

Letter strategies for list information

Page 64: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Developing Mnemonic Strategies

Prioritize most important information

Develop mnemonic strategies for difficult-to-remember information:

Keywords for unfamiliar information

Symbols for familiar, abstract information

Representative pictures for familiar information

Letter strategies for lists of information

Just a few for each class

Page 65: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Developing Mnemonic Strategies: Keywords

Brainstorm and discuss with others keywords for names of people, places, things. Use rhyming or internet dictionaries. Put problems aside to think about later.

Create pictures using, e.g., drawing, internet, clip art, photos from magazines, help from student artists.

Remember to:

Minimize non-essential information

Be sure keywords and referents are interacting

Develop a plan to review, and test effectiveness of strategies

Page 66: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Acronym: First letters of a list of words or phrase form a word:

HOMES: Huron, Ontario, Michigan, Erie, Superior (North American Great Lakes)

Acrostic: First letters of words in a phrase represent a list

“My very educated mother just served us noodles” = Mercury, Venus… etc.

Acronyms and Acrostics

Page 67: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Be sure words are familiar enough that a single letter will prompt retrieval (e.g., “F” = “France”).

Brainstorm different possibilities

Try the letters in different arrangements (when appropriate), or using synonyms.

Generally, acronyms are more useful than acrostics

Developing Mnemonic Strategies: Acronyms and Acrostics

Page 68: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Content Area: World War I

Key Content

Allied Powers

Central Powers

William Jennings Bryan

US Policy

Lusitania

Zimmerman note

Trench warfare

George M. Cohan

Keyword/strategy

“Allied Van”

“Central Park”

“Lion”

“Uncle Sam”

“Lucy”

“Swimmer”

“Trench”

“Cone”

Page 69: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

© Scruggs & Mastropieri

Page 70: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

© Scruggs & Mastropieri

Page 71: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

World War I test:

What countries were in the Allied Powers?

What countries were in the Central Powers?

Who was William Jennings Bryan?

What was the Lusitania?

What was the Zimmerman note?

What was trench warfare like?

Who was George M. Cohan?

Page 72: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Participants, Procedure

30 8th – 10th graders with LD

Mean reading GE = 5.2

Students stratified by grade level and assigned at random to mnemonic or control condition.

Page 73: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

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Number

correct

Results

Mnemonic

Traditional

Page 74: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Longer-Term Applications

Can mnemonic strategies be applied to units of curriculum in classroom instruction over time?

Page 75: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Effectiveness of Mnemonic Classroom Instruction

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WWI 20x 30s WWII

Unit

Percen

t correct

M-T-M-T

T-M-T-M

Page 76: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Effectiveness of Mnemonic Classroom Instruction

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Page 77: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Concerns about Mnemonic Instruction

Focuses on “mere facts”

Doesn’t improve comprehension or “higher order” objectives

Too hard to develop

“Spoon feeds” students who should learn to learn independently

Trivializes content

Is just a memory “trick,” not real learning

Comprehension-fostering activities lead to better memory

Page 78: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Other Research Applications

Vertebrate and invertebrate animals

Geology and earth history

SAT vocabulary

Elementary and secondary social studies

Chemistry

Elementary reading vocabulary

Page 79: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Martinet strict (Martian) disciplinarian

Don’t say a word – sit still

and pay attention!!

Page 80: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Rockefeller (rock) oil industry

Page 81: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Maryland (marriage) Annapolis (apple)

Page 82: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

What are core electrons?

Electrons close to the nucleus

If your partner is correct, go to

If your partner doesn’t know the answer, review the strategy.

Strategy: Think of the word ‘apple core’ for core and ‘veil’ for valence. Then think of this picture of

“The (apple) core electrons orbiting around the nucleus with the “veil”ence electrons orbiting farther

out from the nucleus around the core electrons. This will help you remember that CORE

ELECTRONS are close to the nucleus, have higher energy levels and are more stable.

Then ask: What is the strategy to remember CORE ELECTRONS ?

Then ask again: What are core electrons?

Then ask: What else is important about CORE ELECTRONS? [Answers include: They have higher energy

levels than valence electrons]

Then ask: What are other characteristics of CORE ELECTRONS ? [Answers include: They are more stable

than valence electrons].

Page 83: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

jettison throw overboard

Page 84: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

jettison throw overboard

Page 85: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

jettison (jet) throw overboard

Page 86: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Inclusive Mnemonic Instruction (Uberti, Scruggs, & Mastropieri, 2002)

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LearningDifficulties

Everyone else

Page 87: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Phonics mnemonics

“S” =

Page 88: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Not mnemonic

“a” =

Page 89: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Spelling: “He screamed ‘E-E-E’ as he ran by the cemetery”

E-E-E!!!

CEMETERY

Page 90: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Spelling Mnemonics

You can GAIN from a barGAIN.

The feMINIst wouldn’t wear a MINI skirt.

A principLE is a ruLE; a princiPAL is your PAL.

They will WED on WEDnesday.

It is VILE to allow special priVILEge.

Draw ALL the lines parALLel.

(Shefter, 1989)

Page 91: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

tree door elf Math Facts: 3 x 4 = 12

Page 92: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

7 X 8 = 56 Heaven’s gate holds “gifty” sticks

Page 93: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Mathematical procedures

Page 94: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Promoting Memory in the Classroom

Use mnemonic strategies throughout your teaching. Develop mnemonics for important content over time.

Show students how to use their memories better: Ask, “What would be a good way to remember that?”

Use self-talk to model: “How will I remember this? What does ‘thermic’ remind me of?”

Think about the sounds of words, and what they are related to (“Do you hear the ‘sip’ sound in ‘precipitation’?” “What does ‘truculent’ sound like?” “What rhymes with ‘heterotroph’?”)

Think about root words, synonyms, and etymologies

Think about personal contexts or experiences

Practice, practice, and think: “What is the answer?” “How did I remember it?”

Page 95: Improve Memory for School Learning with Mnemonic Instruction · Improve Memory for School Learning with Mnemonic Instruction Tom Scruggs, Ph.D. University Professor Emeritus George

Conclusions 1983-2015

Mnemonic strategies are extremely powerful techniques for improving learning and memory of school content for students with learning difficulties.

Mnemonics are extremely versatile, and can be adapted to a variety of content: English vocabulary, foreign languages, social studies, science, language arts, mathematics

Students can learn to create their own mnemonics, but teacher-provided mnemonics are more powerful

Students instructed mnemonically outperform controls on comprehension tests

In spite of the demonstrated benefits of mnemonics, these strategies are not widely used in schools

Mnemonics do not address all objectives in school learning; but what they do, they do very well.

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For further information Mastropieri, M.A., & Scruggs, T.E. (2014). The inclusive classroom: Strategies for effective differentiated instruction (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Marshak, L., Mastropieri, M.A., & Scruggs, T.E. (2011). Curriculum enhancements for inclusive secondary social studies classes. Exceptionality, 19, 61-74.

Scruggs, T.E., Mastropieri, M.A., Berkeley, S., & Marshak, L. (2010). Mnemonic strategies: Evidence-based practice and practice-based evidence. Intervention in School and Clinic, 46, 79-86.

Fontana, J., Mastropieri, M.A., Scruggs, T.E. (2007). Mnemonic strategy instruction in inclusive secondary social studies classes. Remedial and Special Education, 28, 345-355.

Terrill, C., Scruggs, T.E., & Mastropieri, M.A. (2004). SAT vocabulary instruction for high school students with learning disabilities. Intervention in School and Clinic, 39, 288-294.

Uberti, H.Z., Scruggs, T.E., & Mastropieri, M.A. (2003). Keywords make the difference! Mnemonic instruction in inclusive classrooms. Teaching Exceptional Children, 35, 3, 56-61.

Scruggs, T.E., & Mastropieri, M.A. (2000). The effectiveness of mnemonic instruction for students

with learning and behavior problems: An update and research synthesis. Journal of Behavioral Education, 10, 163-173.

Scruggs, T.E., & Mastropieri, M.A. (2000). Mnemonic strategies improve classroom learning and

social behavior. Beyond Behavior, 10(1), 13-17.

Scruggs, T.E., & Mastropieri, M.A. (1992). Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization. Exceptional Children, 58, 219-229.

Scruggs, T.E., Mastropieri, M.A., Brigham, F.J., Sullivan, G.S. (1992). Effects of mnemonic reconstructions on the spatial learning of adolescents with learning disabilities. Learning Disability Quarterly, 15, 154-162.

Mastropieri, M.A., & Scruggs, T.E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline Books.

Scruggs, T. E., & Mastropieri, M. A. (1990). The case for mnemonic instruction: From laboratory investigations to classroom applications. Journal of Special Education, 24, 7-29.

Scruggs, T. E., & Mastropieri, M. A. (1990). Mnemonic instruction for learning disabled students: What it is and what it does. Learning Disability Quarterly, 13, 271-281.

Scruggs, T.E., & Mastropieri, M.A. (1989). Reconstructive elaborations: A model for content area learning. American Educational Research Journal, 26, 311-327.

Scruggs, T. E., Mastropieri, M. A., Levin, J. R., & Gaffney, J. S. (1985). Facilitating the acquisition of science facts in learning disabled students. American Educational Research Journal, 22, 575-586.