Why Is Retention Important To Learn

The Law of Retention focus on teaching only things that are needed to be retained and is referred to it as “speed-teaching.” Great weight is placed on only teaching pertinent information. This information should be relevant and can only be effective if they are properly understand the material. The law’s meaning is about mastering the minimum by reducing the lesson down to only what is necessary to learn (M229).

To avoid overlearning, students should take breaks after reviewing content. Some educators believe that method of learning is an effective way to prolong long term retention and is common in schools. For example, assignments for mathematics courses include similar problems, leading students to overlearn.

For example, having students walk around the floor in the pattern of a letter, is an encouraged activity by Orton–Gillingham. Utilizing multi-sensory strategies for teaching reading should be used especially with students who have learning disabilities. In order to implement Orton Gillingham strategies in the reading classroom, the first step is to assess students to determine their strengths and weaknesses. Students are then taught in small groups with other students at similar skill levels. Teachers follow a methodical and structured procedure that teaches concepts or skills in a very specific, sequential order. This sequence is primarily based on how children develop language naturally or developmentally. For example, students will first learn to make connections between sounds and letters that correlate to those sounds. Then, students will begin to learn those sounds in words. Eventually, students will be able to make those words into sentences and so forth. Orton Gillingham strategies are all encompassing and the lessons build on one another, therefore it is vital that students master each skill or concept before moving on to the

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).

Andrew is making steady progress in his literacy skills during Orton-Gillingham (OG) tutoring sessions. Andrew was given an informal OG assessment in late November. It was decided that Andrew would benefit from explicit, multisensory instruction starting with Level 1 concepts of the OG scope and sequence. OG lessons are divided into several sections: phonemic awareness, letter-sound correspondence, word work, fluency and encoding (spelling).

In today’s society, there is a large debate of what is best for a child’s learning development when they are below level in learning. Educators debate the fact about whether grade retention is good for a student, or is it more appropriate to advance them with their peers, and there is research available to support what is being said. What is meant by retention or non-promotion is having a child repeat a particular grade or requiring a child of appropriate age to postpone entry to the next grade. In doing research I have found some interesting facts, and one of the biggest impacts I have found was by using the search engine to research positive effects of grade retention, the results that were

There is significant amount of evidence that supports the idea that students have long-term retention of course material when they take more than one cumulative exam throughout the semester, as oppose to courses in which students have only one cumulative exam at the termination of the semester. The article, “Cumulative Exams in the Introductory Psychology Course,” by Natalie Lawrence, examines the importance of cumulative exams in impacting students’ long-term memory of material, if given more throughout the course. This is significant for both teachers and students to acknowledge when instructing or participating in a college course.

I agree with Farber’s idea. The statement stands true, if you are attentive in what you are learning most likely you will put in the time and energy into retaining the information. With everyone’s different personalities, I believe that it is hard for students to stay focused in classes that do not meet their

There are three different learning styles teachers use while continually trying to perfect their craft of education. When teachers are asked how do they best learn, some will say through listening, but many will say seeing it visually or by actually doing it. It is no

Long-term retention is a learned behavior. With practice one can retain more and more information. The key to long-term retention is practice. After analyzing the video, the teacher was able to engage her students in learning how to summarize. The teacher taught a lesson to the student on how to summarize a story and how important it is. Some of the strategies the teacher used were how to slow down and think about what you just read using visual aids and modeling for the students. In the video the teacher stated, “Stop” and “Think”, by using this strategy the teacher used to get the learners to understand what they just read by pinpointing important parts of their reading, such a person or action. Another strategy is the use of visual aids. Visual aids give the students the bigger picture of summarizing by seeing what should be summarized. The third example of strategy is through the use of modeling. By modeling the teacher was able to show each one of her learners how she summarized the reading as a group. All these strategies helps the learners understand how to

It also indicates to the brain’s intelligence to keep knowledge. Recollection is a crucial piece of the training progress (Loftus). Repeating actions can really help to expand what has been just viewed. The memory is a result of an influence on perception, attention, and learning. Many experiences in life affect what a person remembers. Memory collects the events that were given the most impact on the life at hand. Every time a person learns something different, chemical conversions account new passageways to grow between neurons. The memory traces can be energized at any time to intimate the cognition called memories. If memories weren’t in the brain, learning something would be new every time. There are two distinct types of memories including motor-skill memory and factual memory. The ability to memorize motor skills, such as walking or riding a bike makes it possible to achieve many everyday actions without abundant conception of conscious thought. Motor-skills are very important because they show what comes naturally to a person and what can be improved to help get to a goal or new step in life. Between five to six hours of learning a new motor-skill, the capability of completing the task becomes gathered forever in a person’s brain. If it is disturbed by another learning action the first one may be erased or can easily be slipped away from memory (“Memory” n. pag.). Motor-skills are crucial for survival and show how they can be so important for future

A sensory learner likes to learn all the facts on any assignment. They pay attention to detail, take note, and memorize facts. They are usually good at solving problems opposed to an

The EMU library databases were used to search the journal articles which stated various strategies for improving patient retention in pediatric clinical trials. Scholarly articles were the main focus of the search. The databases like Business - Scholarly & Trade (formerly ABI/INFORM), CINAHL (Cumulative Index of Nursing and Allied Health Literature), Gale Virtual Reference Library and Pub Med were found to be useful in the search. The search was refined by year of publication from 2006 to 2016 to get the data from the last 10 years. Effective retention strategies will be studied in-depth and analyzed to evaluate the most effective retention strategy in pediatric clinical trials. In this research project, new to me was the

Four year olds are still very much learning through the use of their senses (Blaustein, 2005). As well, some children may have special needs concerning sensory processing and integration (Ayers, 1994). Children with sensory processing disorders range from over-responsive, under-responsive, to sensory craving (Ayers, 1994). Nonetheless, every person encounters a plethora of sensory stimuli each day and must take in information and integrate it with prior knowledge to make meaningful responses (Ayers, 1994). Multisensory centers provide young children with and without special needs with the opportunity to seek out sensory stimulation, acquire sensory integration and motor skills, learn coping skills, and understand basic scientific concepts (Blaustein, 2005).

As a visual learner they would try to take notes during the lecture, would color code their notes, and pay attention to any visual aids that were being used. Where a kinesthetic learner would ask questions and participate in discussions, take a laptop for notes so that they are doing something actively with their hands during lectures, consider taking a three hour class versus one three hour class, Student Development Centre (2009). As a multimodal learner, it is easier to learn when doing more than just reading a textbook as it harder to understand than when doing something that is interactive.