How to Teach So Students Remember

By Marilee Sprenger | Go to book overview

STEP 2 Reflect

Reflection is not a luxury; it is a necessity.

Thinking and talking about experiences not only helps to make sense of
the past, but also changes the likelihood of subsequent remembering.

—Daniel Schacter, The Seven Sins of Memory

[This is a waste of my time!]

I look up from my desk, quite surprised to realize that the voice is that of one of my successful students. It is Patti, a good student who usually performs well enough for a B. I believe she could earn As, but there seems to be a tiny disconnect between her receiving and retrieving systems. She almost always has that [aha] moment. I can see it in her face, and she is sometimes verbal about her feelings, as she is today.

[I only asked you to take a few minutes and write what you've learned and what you can do with it,] I offer.

She looks at me, frustrated. [Yeah, but, Mrs. Sprenger, I'm just getting into this unit, and I don't want to stop and think about this junk.]

[Patti, trust me. I really believe that this task will make a difference in how well you remember what you're learning,] I respond.

-38-

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