The Memorization Of Health Science Education By Lizbeth Serrano

Every religion has their own practices and the way their practices will be done. Every person of that group may not practice the same way. Just because they are part of that religion doesn’t mean they have the same way of practicing their common religion. For example, the way Malcolm X practices Islam is completely different from the way G. Willow Wilson practices Islam. Their reasons for converting are different but at the same time fairly similar.

When we recall these memories, we re-consolidate them by reactivating the neutrons that compose our memory, which allows us to create new connections. This encourages learning by strengthening these connections and allowing them.

Everyone learns to memorize, in some ways it is what the majority of schools teach to their students, especially when dealing with younger ages. Memorization is key to tests all over: SATS, MEAS, NECAPS etc. When learning Macbeth’s soliloquy Is This A Dagger Which I See Before Me I used the same techniques that I use to memorize anything. When I was younger I quickly came to realize math was a strong point, with the exception of memorizing the formulas. I would go into a test read a problem and know the basics behind it, although I would be unable to complete the question without a specific equation. From this I created a process to memorize anything.

Picking the correct studying habit can make all the difference between being very successful on a test or failing. In order for a studying technique to prove itself as being effective, it must consistently demonstrate an increase in the grades of those that studied in such a manner. For instance, if one were to only reread the material and highlight what they believe to be the key points and they later failed the exam, then the studying technique did not do much to help them retain the information they needed in order to prove itself effective. When trying to pick a studying habit to use, there should also be a logical explanation as to how or why the practice is useful in allowing the brain to obtain the appropriate information. Through

DiCarlo and Lujan state: “The curriculum is packed with so much content that teachers resort to telling students what they know and students simply commit facts to memory” (17). While students commit facts to memory, they are not truly learning the information. Memorizing information is not learning because students can recall facts but have no understanding of the concepts. DiCarlo and Lujan state: “Learning is…the ability to use resources to find, evaluate, and apply information” (17). The abilities outlined by DiCarlo and Lujan are skills associated with independent learning.

Zinn’s text introduced me a whole different view of, “The First America” story, throughout my education, every text that I encountered in school was a sugarcoated version of the actual story. While reading his texts it was very disturbing with his vivid descriptions of the experiences that the Indian Americans went through when Columbus arrived to their land, North America.

Cleopatra To begin, Cleopatra was a strong and passionate leader for the Egyptians. Although she was a great leader and role model for some people (www.goddesslife.com) she made decisions that affected Egypt in good and bad ways. She killed her siblings, had a relationship with Julius Caesar, and she tragically killed herself. Therefore, she was an important leader in ancient times.

When I was a child, I had a need for perfection in my academic pursuits - I focused on getting every question on my tests right. My father would shake his head disapprovingly at this strategy. He told me, “education is not only what you learn, but also how you will put what you learned into use.” At the time, I couldn’t understand what he meant, but as I grew older, realizing that it’s impossible to memorize every detail I read, I understood the importance of making my knowledge practical.

“Once a student has reached the point of knowledge transformation they are using critical thinking skills.” Hodges (2015). Looking back to when I was in grade school as long as we could score a good grade on the test, it didn’t matter if we remembered the material or not. Very rarely did the teachers ever make a big deal about applying the knowledge that we were getting. I believe that students retain the knowledge better by applying it and committing it to their long term memory. I wish that there was more emphasis on applying knowledge when I was growing up as there is now. It will be my goal when I become a teacher to do my very best to encourage my students and give them the tools to apply the knowledge they are learning throughout the school

Through the years my mathematics and science classes are the subjects where rote memorization has been used the most. These subjects require the memorization of math facts or remembering where each element is located in the periodic table. If there is a topic I do not understand, then memorizing does not help me to grasp the concept any further because it not deep my understanding of concepts not understood. When I need to make the necessary connections between new and learned information, I have to practice that skill in different situations and then receive feedback in order to deepen understanding.

Rehearse and over learn- You do this by practice with repetitions because when you “overlearn” you continue to work the material. You can use different ways to practice and this should improve your memory, also this helps eliminate test anxiety. Lastly, review often. 2.

“Save to the hard drive” my inspirational psychology instructor always tells his classes. He wants us to remember things for the long haul. In middle school I was the type of student who could quickly cram before a test and still pass it with flying colors. Unfortunately, this crammed knowledge was never retained. When I went to high school I abruptly learned that my original study habits would not suffice. The high school years that followed caused me to learn that the best way to be successful was to build upon all the information I have gathered over the years.

It is widely known and received that almost every culture has some sort of version of style. For many people, fashion is a high priority. It's important to some people to wear only the latest fashions and styles, for others though keeping up with the trends isn't that important. One thing that is known for sure about fashion is this: it always changes. Its incredible to see how different things that have happened over the years have influenced the way people dress overtime.

The amount remembered depends on the time-spent learning. Even after we learn material/names, additional rehearsal increases retention. For novel verbal information, practice- effortful processing- does indeed improve our memory. We also retain information better when our rehearsal is distributed over a period of time, known as "spacing effect." People who have experienced "serial position effect" strengthen the benefits of rehearsal. When shown a list of words/names and then immediately asked to recall the items in any order, they struggle to recall the list. They remember of the first and last words/names better than those in the middle. This is probably due to the fact that the last names/ items are still in short-term memory; people briefly recall them especially quickly and well. But after a delay, after they shift their attention from the last names/items their recall is best for the first names/items. We must remember that our memory system processes information not just by repetitive rehearsal but also by encoding its significant features.

Persistence is an essential trait if success is desired in any learning set up. Students must demonstrate the trait of repeating certain tasks for full comprehension and grasp of concepts. The brain is always wired to forget certain concepts that might have been explained earlier. Persistence makes sure the student never hangs up their boots when they encounter a hard task. Besides grasping forgotten concepts, persistence is also efficient when dealing with practical sessions. The ability of the student to perform one task repetitively is desirable and it increases the chances of the student to permanently and fully grasp the concept (Habley, 2013).