The Early Career Framework states that teachers should learn how to... Model effectively, by Making the steps in a process memorable and ensuring pupils can recall them (e.g. naming them, developing mnemonics, or linking to memorable stories). Classroom Practice (Standard 4 – Plan and teach well structured lessons).
One of the key challenges in teaching is ensuring that pupils not only understand the steps in a process but can also recall and apply them independently. Effective modelling is crucial in this regard, as it provides a clear, step-by-step demonstration of how to approach a task or solve a problem. However, to maximise the impact of modelling, teachers must go beyond merely demonstrating the steps; they must also make these steps memorable. This blog post will explore strategies for making the steps in a process memorable and ensuring pupils can recall them, including naming steps, developing mnemonics, and linking steps to memorable stories. We will also draw on academic research to support these strategies and provide practical tips for implementation.
The Importance of Making Steps Memorable
When pupils can easily recall the steps in a process, they are more likely to apply them correctly and confidently in different contexts. This recall is not only crucial for mastering specific tasks but also for developing the ability to transfer knowledge to new situations, a skill known as "far transfer" (Perkins & Salomon, 1988). Making steps memorable is particularly important in subjects where processes involve multiple stages or complex sequences, such as mathematics, science, and writing.
Research in cognitive psychology has shown that memory is enhanced when information is organised in a meaningful way, linked to existing knowledge, or encoded with the use of mnemonic devices (Baddeley, 1997). Therefore, by making the steps in a process memorable, teachers can help pupils to better retain and retrieve this information, leading to improved learning outcomes.
Naming Steps: Creating a Clear, Structured Framework
One of the simplest and most effective ways to make the steps in a process memorable is by giving each step a clear, distinctive name. Naming steps provides pupils with a structured framework that they can easily recall, helping them to navigate through the process with greater confidence.
Benefits of Naming Steps:
Clarity: Named steps provide clarity, making it easier for pupils to follow and remember the sequence of actions required to complete a task.
Structure: Naming steps gives the process a clear structure, helping pupils to see the overall organisation of the task and how each step contributes to the final outcome.
Language of Learning: When steps are named, they become part of the shared language of the classroom. This shared language allows pupils to discuss and reflect on their learning more effectively.
Examples of Naming Steps:
In Mathematics: When teaching the process of solving quadratic equations, the steps might be named "Factor," "Set to Zero," and "Solve." These names are simple, yet they encapsulate the key actions that pupils need to take at each stage of the process.
In Writing: For a persuasive writing task, the steps might be named "Plan," "Draft," "Revise," and "Edit." Each name represents a distinct phase of the writing process, helping pupils to understand that writing is a multi-stage activity.
Tips for Naming Steps:
Keep It Simple: The names should be simple and easy to remember. Avoid using jargon or complex terminology that might confuse pupils.
Be Consistent: Once steps are named, use these names consistently throughout your teaching. This reinforces the structure and makes it easier for pupils to recall the steps.
Involve Pupils: Consider involving pupils in the process of naming steps. This can increase their engagement and investment in the learning process.
Developing Mnemonics: Enhancing Memory Through Association
Mnemonics are memory aids that help pupils remember information by associating it with something more familiar or easier to recall. Mnemonics can take various forms, including acronyms, rhymes, or visual images. When applied to the steps in a process, mnemonics can make these steps more memorable by providing a mental shortcut for recalling the sequence.
Benefits of Mnemonics:
Simplification: Mnemonics simplify complex information, making it more accessible and easier to remember.
Engagement: Mnemonics are often fun and creative, which can increase pupil engagement and motivation to learn.
Recall: Mnemonics provide a powerful cue for recall, helping pupils to retrieve the steps in a process more easily.
Examples of Mnemonics:
In Science: To remember the order of the planets in the solar system, pupils might use the mnemonic "My Very Eager Mother Just Served Us Noodles," where each word represents a planet (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune).
In Mathematics*: To remember the steps for long division, pupils might use the acronym "DMSB," standing for "Divide, Multiply, Subtract, Bring down."
In History: To recall the key causes of World War I, pupils might use the mnemonic "MAIN" (Militarism, Alliances, Imperialism, Nationalism).
Tips for Creating Mnemonics:
Make It Relevant: The mnemonic should be relevant to the content and easy for pupils to connect with the steps in the process.
Keep It Simple: A good mnemonic is simple and straightforward. If the mnemonic is too complex, it may defeat the purpose of simplifying the information.
Use Visuals: Whenever possible, pair the mnemonic with a visual representation. Visual mnemonics can enhance memory by providing an additional cue for recall.
Linking to Memorable Stories: Embedding Learning in Context
Another powerful strategy for making steps in a process memorable is by linking them to memorable stories. Stories are inherently engaging and memorable because they follow a narrative structure, which helps pupils to organise and recall information (Willingham, 2009). By embedding the steps of a process within a story, teachers can create a context that makes the learning more meaningful and easier to remember.
Benefits of Storytelling:
Engagement: Stories capture pupils' attention and imagination, making the learning experience more enjoyable and engaging.
Contextualisation: Stories provide a context for the steps in a process, helping pupils to understand not just what to do, but why each step is important.
Memory Enhancement: The narrative structure of stories makes information easier to remember by linking it to a sequence of events that pupils can recall.
Examples of Linking Steps to Stories:
In Mathematics: To teach the order of operations, a teacher might create a story about a character named "PEMDAS" who follows a specific order every day: "P" for Parentheses, "E" for Exponents, "MD" for Multiplication and Division, and "AS" for Addition and Subtraction. The story could follow PEMDAS through their day, using the order of operations to solve problems they encounter.
In Science: When teaching the process of photosynthesis, a teacher might tell a story about a plant named "Sunny," who needs sunlight, water, and carbon dioxide to make food. The story could follow Sunny's journey through the different steps of photosynthesis, making the process more relatable and memorable.
In History: To teach the stages of a historical event, such as the Industrial Revolution, a teacher might create a narrative that follows a fictional family through the changes and challenges of the era, linking each stage of the process to the family's experiences.
Tips for Using Stories in Teaching:
Make It Relatable: The story should be relatable to the pupils' experiences and interests. This connection makes the story more engaging and memorable.
Keep It Focused: The story should be focused on the key steps in the process, without too many distractions or side plots. The goal is to enhance memory, not to overwhelm pupils with unnecessary details.
Use Visual Aids: Pair the story with visual aids, such as illustrations or diagrams, to reinforce the narrative and make the steps even more memorable.
Combining Strategies: Enhancing the Effectiveness of Modelling
While naming steps, developing mnemonics, and linking to stories are all effective strategies on their own, they can be even more powerful when combined. By integrating these approaches, teachers can create a multi-layered, memorable framework that helps pupils to retain and apply the steps in a process with greater ease.
Examples of Combined Strategies:
In Mathematics: When teaching the steps for solving a word problem, a teacher might name the steps (Read, Plan, Solve, Check), create a mnemonic (RPSC), and link the steps to a story about a detective who follows these steps to solve a mystery.
In Writing: For a writing process, a teacher might name the steps (Plan, Draft, Revise, Edit), create a mnemonic (PDRE), and tell a story about an author who uses these steps to write a best-selling novel.
In Science: When teaching the scientific method, a teacher might name the steps (Question, Hypothesis, Experiment, Analysis, Conclusion), create a mnemonic (QHEAC), and tell a story about a scientist who uses these steps to make a groundbreaking discovery.
The Role of Repetition and Practice
Making steps memorable is only the first step in ensuring that pupils can recall and apply them. Repetition and practice are crucial for reinforcing these steps and embedding them in long-term memory. Research shows that repeated exposure to information strengthens neural connections, making it easier to retrieve the information later (Ebbinghaus, 1885/1913).
Strategies for Reinforcement:
Regular Review: Incorporate regular review sessions where pupils revisit the steps in the process, using the names, mnemonics, or stories that were introduced. This repetition helps to solidify the steps in memory.
Practice Exercises: Provide ample opportunities for pupils to practise the steps in different contexts. For example, after modelling the steps for solving a mathematical problem, give pupils similar problems to solve independently, using the same steps.
Cumulative Learning: As pupils master new processes, encourage them to link these to previously learned steps. This cumulative learning approach reinforces both the new and old steps, creating a more integrated understanding.
The Impact of Making Steps Memorable
When teachers take the time to make the steps in a process memorable, they significantly enhance pupils' ability to learn and apply these steps independently. This approach not only supports the development of procedural knowledge but also fosters a deeper understanding of the underlying concepts.
Research supports the effectiveness of strategies like naming steps, using mnemonics, and linking to stories in improving memory retention and recall (Baddeley, 1997; Willingham, 2009). By making these strategies a regular part of their teaching practice, teachers can create a more effective and engaging learning environment.
Challenges and Considerations
While the strategies discussed in this blog post are highly effective, they are not without their challenges. Teachers must be mindful of the following considerations:
Pupil Differences: Pupils have different learning styles and cognitive abilities, which can affect how they respond to different strategies. Some pupils may find mnemonics more helpful, while others may prefer stories or named steps. It is important to be flexible and adapt strategies to meet the needs of all pupils.
Overcomplication: There is a risk of overcomplicating the learning process by introducing too many strategies at once. Teachers should strike a balance between making steps memorable and keeping the learning process straightforward and manageable.
Time Constraints: Developing and implementing these strategies can be time-consuming. Teachers need to consider how to integrate them into their teaching without sacrificing the coverage of other important content.
Conclusion
Making the steps in a process memorable is a powerful way to enhance pupils' learning and retention. By naming steps, developing mnemonics, and linking steps to memorable stories, teachers can create a structured, engaging, and effective learning experience that helps pupils to recall and apply what they have learned with confidence.
As educators, our goal is to equip pupils with the tools they need to succeed not only in the classroom but in life. By focusing on making learning memorable, we can help pupils to develop the skills and knowledge they need to navigate complex tasks and challenges independently.
References
Baddeley, A. (1997). Human Memory: Theory and Practice. Psychology Press.
Ebbinghaus, H. (1885/1913). Memory: A Contribution to Experimental Psychology. Teachers College, Columbia University.
Perkins, D. N., & Salomon, G. (1988). Teaching for Transfer. Educational Leadership, 46(1), 22-32.
Willingham, D. T. (2009). Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Jossey-Bass.
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