Previously, I've shared the short booklet 'MARGE' by Prof Arthur Shiamura. It's a booklet on memory and learning using an acronym for Motivate, Attend, Relate, Generate, Evaluate. I wanted to share some takeaways, as summarised by @teacherhead in teacherhead.com/2018/10/03/int… 
Motivate: We need students to focus in order to learn (see 'Attend') and for this we need motivation. We can motivate through Qs 'What do you think? How does it make you feel?' Stories (psychologically privileged). Or framing learning as big Qs (see: ollielovell.com/errr/jaymctigh…)
Attend: Students remember what they attend to (@PepsMccrea )/think about (@DTWillingham ). However, we should expect students' minds to wander, and it's the job of the teacher to bring back focus at key pts. We can do so by asking students to categorise, compare, and contrast.
Relate: Memory can be consolidated, and schemas strengthening, by undertaking activities to better connect ideas. We can do this through elaborative interrogation (ask 'how?' and 'why?'), building concept maps, using images (dual coding), analogies, mnemonics, metaphors, etc.
Generate: @teacherhead quotes Shiamura: “Think it, say it, teach it!...the simplest things to do to improve your memory." 'For the most part, “study” time should mostly be “test” (i.e., retrieval practice) time. But it's key for students to put info/ideas into their own words.
Evaluate: We need to monitor learning. From the teachers' point of view, this is formative assessment. From the student's point of view, it's developing metacognition. Beware Dunning-Kruger and the illusion of knowing. Scaffold sdt self-checking via retrieval/spacing/interleaving
Shiamura's work summed up graphically by @olicav (headguruteacher.files.wordpress.com/2018/10/marge.…). I totally agree with @teacherhead, 'I really think MARGE could catch on as a model.' (Also, it, relates nicely to @EfratFurst's model. Here's me trying to enhance my learning by 'relating' the two models)
