Here's 3 misconceptions I think exist about *memory* 🧵
We might have them or our students might have them.
I give it a go at explaining what they are, how they manifest, what we could replace them with and why.
See what you think 👇
We might have them or our students might have them.
I give it a go at explaining what they are, how they manifest, what we could replace them with and why.
See what you think 👇
Misconception (1) 'Experiencing something means it's been learned.'
Why is this incorrect?
It assumes our brains operate like computers (insert the info, hit save and it will be stored).
It treats learning as an event.
Why is this incorrect?
It assumes our brains operate like computers (insert the info, hit save and it will be stored).
It treats learning as an event.
What's so bad about this misconception?
It can lead us to assume…
'Once I've explained something, students will have learned it.'
'Once students have read something, they can apply it.'
It can lead us to assume…
'Once I've explained something, students will have learned it.'
'Once students have read something, they can apply it.'
Replace this misconception with…
Learning is a *process* not an event.
Learning is a *process* not an event.
Why is this correct?
The goal is for students to understand what they're taught.
For this to happen, it needs to be integrated into their relevant networks of knowledge (their schemas).
This means…
The goal is for students to understand what they're taught.
For this to happen, it needs to be integrated into their relevant networks of knowledge (their schemas).
This means…
Learning takes deliberate effort.
Students need...
- multiple exposures to the info in different contexts
- methods to integrate info with their prior knowledge
- methods to negotiate the new info around what they already know so it can become part of the network.
Students need...
- multiple exposures to the info in different contexts
- methods to integrate info with their prior knowledge
- methods to negotiate the new info around what they already know so it can become part of the network.
Misconception (2) 'There's no point learning facts. They can be googled.'
Why is this incorrect?
It confuses information with knowledge.
Students can't use information: apply it, analyse it etc. until it exists as knowledge in their minds.
Knowing that a fact can be found online doesn't help students think *with* it.
It confuses information with knowledge.
Students can't use information: apply it, analyse it etc. until it exists as knowledge in their minds.
Knowing that a fact can be found online doesn't help students think *with* it.
What's so bad about this misconception?
It can lead us to assume…
Facts need not be taught.
We should just teach generic processes such as how to 'evaluate'.
It can lead us to assume…
Facts need not be taught.
We should just teach generic processes such as how to 'evaluate'.
Replace this misconception with…
We can only use information to think with if it exists in our minds.
We can only use information to think with if it exists in our minds.
Why is this correct?
Keep in mind the goal of learning: students developing bodies of knowledge in subjects they are taught.
This can't happen without facts & practice using facts in different ways.
Take this example: which student is developing the best body of knowledge?
Keep in mind the goal of learning: students developing bodies of knowledge in subjects they are taught.
This can't happen without facts & practice using facts in different ways.
Take this example: which student is developing the best body of knowledge?
Student A doesn't learn many facts in geography.
They're asked, "Which American state is the hottest?"
They google it and answer, "Florida."
They're asked, "Which American state is the hottest?"
They google it and answer, "Florida."
Student B learns facts in geography.
They're asked, "Which American state is the hottest?"
They know countries nearer the equator are hotter. They know the USA is in the northern hemisphere & so southern states are likely to be hotter.
They narrow it down: Texas or Florida.
They're asked, "Which American state is the hottest?"
They know countries nearer the equator are hotter. They know the USA is in the northern hemisphere & so southern states are likely to be hotter.
They narrow it down: Texas or Florida.
If we want students to build knowledge, they need to practise thinking *with* facts not just googling them.
Misconception (3) 'Forgetting is the enemy of learning.'
Why is this incorrect?
Forgetting is a useful and necessary part of learning (if you learned the thing by connecting it meaningfully to what you already know).
This is because forgetting causes you to lose details of the memory.
This sounds bad.
But…
Forgetting is a useful and necessary part of learning (if you learned the thing by connecting it meaningfully to what you already know).
This is because forgetting causes you to lose details of the memory.
This sounds bad.
But…
As we lose detail, we gain understanding.
Forgetting is like cooking a stew. Ingredients break down & combine to form better flavours
Memories also break down.
Details are lost. The gist combines with other memories forming new connections.
New connections = new understanding
Forgetting is like cooking a stew. Ingredients break down & combine to form better flavours
Memories also break down.
Details are lost. The gist combines with other memories forming new connections.
New connections = new understanding
What's so bad about this misconception?
It means we lose opportunities to harness the power of forgetting.
Learning becomes inefficient because we focus too much on preventing forgetting and revisit things too soon.
It means we lose opportunities to harness the power of forgetting.
Learning becomes inefficient because we focus too much on preventing forgetting and revisit things too soon.
Replace this misconception with…
Forgetting is part of the learning process. Harness it and monitor its progress.
Forgetting is part of the learning process. Harness it and monitor its progress.
Why is this correct?
Seeing forgetting as part of the learning process means we can use it to our advantage:
Having students retrieve information on the cusp of being forgotten can be more beneficial for memory...
Seeing forgetting as part of the learning process means we can use it to our advantage:
Having students retrieve information on the cusp of being forgotten can be more beneficial for memory...
Knowing that detail is lost during forgetting means we monitor this & help students strengthen details they are losing access to at the right time
Knowing the gist of the memory is still there means we don't have to reteach from scratch: instead we provide cues to support access
Knowing the gist of the memory is still there means we don't have to reteach from scratch: instead we provide cues to support access
If you got this far thank you! Memory is fascinating and I'm always looking for clearer ways to describe it. Please let me know if you have suggestions🙂
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