I am a senior citizen who spends a lot of time with his grand daughters who are a Kindergarten student and younger. I am in awe of their capacity to see, listen, do and remember. Izzy and Aly are so early in their learning lives and I am increasingly advanced in mine, yet there are principles of learning that can be applied to the three of us. These principles are universals that assist people of all ages to learn and remember. As a grandfather, I am enjoying observing them in young people. As an older learner, I need them. As career educator, I know these with appreciation to Madeline Hunter for her instruction on retention practices.
Things that want to be remembered need to have a big “Duh!” Duh! proclaims that whatever is being heard or seen or done is important. Duh! says “pay attention.” Without a belief in the importance of the moment, a sound, scene or event is just a passing breeze. For the girls, the sense of importance can be imposed. “Gramps says,” can make many things important, as long as Gramps doesn’t speak too often or without care. Izzy loves looking and talking about things; Aly loves handling and doing things. Anything that fits into what they like to do is self-imbued with importance. When we attach personal meaning to learning, we promote memory.
I create an importance through my knowledge of what is and is not significant. This is a prize of my age. I have felt many breezes and know a wind from a breeze. I pay attention to a wind, most of the time.
Things that want to be remembered need a “…now let’s talk about this.” When I take Izz an Al to the zoo, they can fly from one exhibit area to the next. The aquarium and bird house hold so many different fish and birds that everything the girls see must seem like a blur. However, when we stop, stand still, and point to a pair of Red Sided Eclectus and talk about how the female is red and blue and male is emerald and red we are building memory muscle. The colors are vibrant. If the birds are talking, the sound of their voices is captivating. The information about their plumage is clearly seen, their voices are clearly seen, and their unusual name is very distinctive. The next time we come to the zoo, they will want to run to the bird house to find an Eclectus.
When we take time to extend and deepen the initial experiences of learning, we promote memory.
Things that want to be remembered need a significant welcome and “try out.” When I take Izz and Al to the local horse corral for a ride on a pony, we go through a small ritual. “Izz, this is Dusty. Feed Dusty this carrot and touch her nose.” “With your small hands, hold the reins in your right hand and again in your left; hand in front of hand.” “Push your feet down into the stirrups and feel how you can use your legs to keep your position in the saddle.” “How does that feel?” Engaging Izzy in the ritual, giving her small but real things to do, and asking her to talk about it makes her first and each of her following experiences on a horse very memorable. The next time she comes to the corral, she will remember these small things and they will lead quickly to another enjoyable pony ride. When we personalize and make learning feel good, we promote memory.
Things that want to be remembered need repetition. Izzy has learned the months of the year, the days of the week and how dates are sequentially numbered on a calendar due to the planned instruction and repetitions by her teacher. Each morning, Izz and her classmates talk about the month, the day, and the date. They talk about yesterday and tomorrow and last month and next month. Arithmetic tables and spelling words are learned through similar instruction and repetitions. Izzy’s teacher knows how to use daily and planned repetitions and recitations on demand to cause her students to learn these things.
Inexplicably, we often forget about the need for repeated practice and repetition when we think we are learning on our own. Good teaching and good learning plans for and conducts repetitive practice. Self-learning often is too impetuous and forgets to do so. When we use good practice theory, we promote memory.
Things that want to be remembered are strengthened when they can be transferred to other experiences, times and places. Playing catch with Izzy and Aly is teaching them hand and eye coordination and practical protocols of how to position their arms and feet, how to step into a throw and follow through with a throwing motion, and how to use both hands to keep ahold after a catch. These fundamentals apply to tossing around a football or a basketball or a beach ball. They apply in the front yard and in the school yard, and especially when they are with their cousins in a family game. Izz and Al are learning about safety, proper language, courtesy and manners, and the use of Nooks and I-Pads through the same transfer procedures. When we find ways to use processes and concepts in different settings, we promote memory.
The concepts of promoting retained learning apply to all of us at all times. I have obtained a small wood lathe for the purpose of turning wood and creating unique handles for shaving razors and new lamp bases for my writing desk and Gramps-only items for the grandkids. I am paying more attention to public policy and policy makers. And, I am learning the Spanish language. Purposefully, I am including each of the above good practices to help me become more efficient and effective in remembering and using what I learn. It works!