Category Archives: Independent Practice

[Nota bene, please, that I originally posted much of this material in a Weekly Text from August 28, 2015, which would have made it one of the earliest publications on this blog. This lesson continues to evolve, so I have decided to publish it once more with a couple of supplementary materials. If you have used this in your classroom, and plan to use it again, you may want to check back here every so often to see if I’ve added documents. I’ve also given this post a new title so that it is easy to search and locate on Mark’s Text Terminal.]

Is there a way we can assist our students in remembering what we teach them in the classroom? More broadly, can we help students become stronger, more effective, and therefore more satisfied learners, particularly in terms of retention (de rigeur now for hyper-tested students), by showing them how memory actually functions? The answer, or part of the answer at least, thanks to Daniel Willingham, a professor of psychology at the University of Virginia, is yes. Professor Willingham writes a column called “Ask the Cognitive Scientist” for The American Educator, which is an excellent quarterly journal of research into pedagogical practice and educational policy issues published by the American Federation of Teachers (AFT). I’m amazed at the consistently cogent and useful scholarly research the AFT presents in this first-rate publication.

Anyway, in the winter 2008-2009 issue, Professor Willingham published his column under the title–clicking on this hyperlink will download of PDF of the article–“What Will Improve a Student’s Memory?” This is a cognitive science experiment in three parts that demonstrates the role of thought and memory in the learning process. So far, I’ve developed for use in teaching a lesson adapted from Professor Willingham’s First Demonstration of Memory, will help you and your students conduct the first of these three experiments, then sort out its immediate results. Through this clever and concrete demonstration, students will learn that thinking is the parent of memory–as Professor Willingham emphasizes.  I like to start the year with this lesson; in fact, I teach it on the first day of school, before discussing classroom norms and expectations, as a way of setting the tone (i.e. your learning comes first) for the year.

To get to the instructional material in the PDF, you’ll need download the article by clicking on the link above, then scroll down through the document to page 26, “Demonstration of the Three Principles.” You’ll use Demonstration 1: once you’ve read through the procedure for the demonstration. Nonetheless, here is the unit plan for all three lessons that rationalize the use of these three demonstrations of memory with students. Eventually, I’ll write the other two lessons for demonstrations two and three, and post those here as well.

To the documents for this lesson: here is the lesson plan for the First Demonstration. Although the PDF posted above includes the procedures for all three demonstrations, this is the typescript of the teaching procedure for the First Demonstration (this text is also included in the lesson plan). This structured and numbered worksheet might hasten the process of delivering this lesson, particularly for struggling students. Over time, working with a large and homogenous group or students, I developed two supports for concluding the work on this lesson. Students will need to determine, as part of this exercise, which kinds of words they remembered. This first version of the support give students the words in the order in which they were read, and asks them to find the words they remembered by searching the list. That requires focus and the ability to sort out information; some students I have served over the years struggled with this part of the activity. So I designed a second version of the support with the words read arranged by type in columns in a table, and therefore a bit less challenging to sort, interpret, and process.

I find this lesson, taught to a well-focused class generally takes less than the 44 minutes my school has deemed adequate for conveying new information and providing students with an opportunity to use it. After finishing the procedural work, and sorting out the results of that work to assess its meaning (it’s part of the procedure in the article), I like to ask students a few questions. The big question is, of course, Why did you remember the words you rated for pleasantness? Another query I use is What can students and teachers do to work together to study words in a way helps students remember their meaning and use them in their future discourses? (Do your students understand the concept of discourse? It seems to me it’s a word and concept high school students really ought to know.) I also ask questions that prepare students for some of the work we’ll do that is animated by Professor Willingham’s first demonstration: Is there something common to words that can help us understand them as families? which helps to rationalize the use of word root worksheets. Is there a way to learn words by thinking about what they might mean?  justifies the use of do-now context clues worksheets. In any case, the really big question this and the other two Demonstrations ask is this: Thinking about the outcome of this thought experiment, what are its implications for classroom practice?

For teachers, the big question really just that: what does this demonstration of memory imply for classroom teaching practice. It’s a conversation that circumstances never afforded me an opportunity to conduct or join, despite using this version of the lesson as a professional development exercise for colleagues on a couple of occasions.

In any case, through this clever and concrete demonstration, students will learn that thinking is the parent of memory–as Professor Willingham emphasizes in his article. I like to start the year with this lesson; in fact, I teach it on the first day of school, before discussing classroom norms and expectations, as a way of setting the tone (i.e. your learning and the means by which it is accomplished are of paramount importance in this classroom) for the year.

Most  of the vocabulary building work I’ll publish on Mark’s Text Terminal derives directly from my understanding of the cognitive mechanisms Professor Willingham’s “First Demonstration” exposes. This lesson, if nothing else, may help you persuade resistant students that this is a useful way to learn and master new words and the concepts or things they define.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.