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DEFINITION OF TERMS 1 MEMORY PATTERNS: A non-linear note-taking system. To create and/or write key words, phrases or symbols at various places on a sheet of paper. Cluster phrases together to create parts of concepts. Leave plenty of room for additional phrases as the text is read. Draw on pre-printed sheets of guide phrases, blank sheets of paper or visual aids (maps, graphs, illustrations). A popular memory pattern is to outline the hand and use one finger each for who/what/when/where/why. GUIDE PHRASES: Key words or phrases used as memory enhancers. Follow along to take notes from recorded text. Write as many related words as you can about the guide phrases.

MEMORY TRIGGERS TEST memory patterns______________________ ____________________________________ non-linear___________________________ ___________________________________ key words___________________________ ____________________________________ cluster______________________________ ____________________________________ additional____________________________ ____________________________________ guide phrases_________________________ ____________________________________ pre-printed___________________________ ____________________________________ visual aids___________________________ ____________________________________ hand________________________________ ____________________________________ guide phrases_________________________ ____________________________________ memory enhancers____________________ ____________________________________ notes________________________________ ____________________________________ related words_________________________ ____________________________________ Copyright 2005 Carl Peterson

DEFINITION OF TERMS 2 CHORUSING: Rapidly repeating phrases three or four times with a recording. The 4-peat provides a correct pronunciation model. Students get four chances to match their voices to the recording. Most students hit a 90% correct level by the fourth chorusing try. This reduces anxiety about verbal ability. TELL-BACK: Orally relate (tell-back) the content of a reading to a partner. Practice speaking skills. Must be done immediately after a reading before memory decay. Use memory trigger or memory pattern notes as a guide. Include as much detail as can be recalled. If students run out of things to say repeat the tell-back.

MEMORY TRIGGERS TEST Chorusing____________________________ ____________________________________ repeating_____________________________ _____________________________________ model________________________________ _____________________________________ match________________________________ _____________________________________ 90 %________________________________ _____________________________________ anxiety_______________________________ _____________________________________ tell-back______________________________ _____________________________________ partner_______________________________ _____________________________________ decay________________________________ _____________________________________ notes________________________________ _____________________________________ detail________________________________ _____________________________________ repeated______________________________ _____________________________________ Copyright 2005 Carl Peterson

RULES FOR EFFECTIVE TEACHING 1 Don't be authoritative. Ignore student questions until after class. Be an example. Listen attentively. Don't show off during tell-backs. Don't ask prompting questions. If students have a short tell-back, let them tell a story about their family or home. An alternative task is to copy from the lesson. Move to another chair between two students each 15 minutes. Sit by a non-complying student to keep the student on task. Limit teacher talking during tell-backs so students can talk. Teachers who talk limit their students' recitation opportunities.

MEMORY TRIGGERS TEST authoritative____________________________ ______________________________________ ignore_________________________________ ______________________________________ example_______________________________ ______________________________________ listen__________________________________ ______________________________________ show off_______________________________ ______________________________________ prompting______________________________ ______________________________________ family_________________________________ ______________________________________ copy__________________________________ ______________________________________ 15 minutes_____________________________ ______________________________________ non-complying__________________________ ______________________________________ talking________________________________ ______________________________________ recitation_______________________________ ______________________________________ Copyright 2005 Carl Peterson

RULES FOR EFFECTIVE TEACHING 2 Allow students to tell-back to partners immediately after input and before memory decay. Students can tell-back from memory patterns or from their prior knowledge of the subject. Teachers listen to students in order to gauge their ability. Teachers score their students during fast-writes. Keep a portfolio of each student’s work to monitor progress. Compliment a student's fast-writing quantity, participation in class, or task completion.

MEMORY TRIGGERS TEST tell-back__________________________ _________________________________ decay_____________________________ __________________________________ memory patterns____________________ __________________________________ prior knowledge_____________________ __________________________________ listen______________________________ __________________________________ score______________________________ __________________________________ portfolio___________________________ __________________________________ progress____________________________ ___________________________________ compliment_________________________ ___________________________________ Copyright 2005 Carl Peterson

RULES FOR EFFECTIVE TEACHING 3 PROBLEMS WHEN TEACHERS TALK: 1. Students are distracted by the teacher’s facial expressions and body language. 2. Watching the teacher talk interferes with listening. 3. Students overwrite (forget) previous concepts and details. 4. Diverting eyes from the memory pattern or notes being taken causes more overwriting of input. SOLUTIONS: 1. Stop making eye contact with students. 2. Insist that students write continuous notes and keep eyes off the teacher's distracting face. 3. Teachers can record their own material during prep time and play it as needed. 4. During recordings teachers can sit by students who are off-task. 5. Teachers can have time to be a model for listening and taking notes.

MEMORY TRIGGERS TEST problems_________________________ _________________________________ distracted_________________________ _________________________________ interferes_________________________ _________________________________ overwrite_________________________ _________________________________ diverting_________________________ ________________________________ solutions_________________________ _________________________________ eye contact________________________ _________________________________ continuous________________________ _________________________________ eyes off__________________________ ________________________________ record____________________________ _________________________________ off-task__________________________ _________________________________ model____________________________ _________________________________ Copyright 2005 Carl Peterson