Memory vs. Memorization

Teachers and scientists alike know that rote memorization, the ability to repeat information from memory, is the least effective way to access long term memory. Unfortunately, rote memorization (drills, flash cards and math worksheets) continues to be used in the classrooms with poor results.  This method often leaves students feeling frustrated and unsuccessful and sets up a negative mind set or math anxiety that continues into adulthood.  Changing this negative mind set requires that the student experience repeated success which is accompanied by increased self confidence and trust in their capabilities.

 

Students retain:

Research tells us that the more we incorporate our senses into the learning process the better our chances of accessing our long term memory and therefore, the more efficient our learning process becomes. Using multiple senses in the presentation of material, also known as the multisensory method of teaching, has a long history of being used for students with learning disabilities, however, we now know that it is equally appropriate for all learners.  Using a variety of senses simply opens up more doorways into our brains which is especially effective for those students with unique needs and challenges.

 

For many students multisensory instruction - the simultaneous use of sight, speech, hearing, touch, movement and rhythmic recitation - is critical for establishing symbol imagery, sequential processing and focused attention. Students are often mislabeled as lacking the intellect or the motivation to succeed. In truth, it is the method of presentation that is their primary stumbling block.

 

Another significant stumbling block is that having experienced little to no success in the typical rote memorization process of learning, students have little to no expectation of success in a new learning situation.  Just as memory and multisensory instruction are connected, memory and mood are connected as well. Students suffer increased anxiety because they intuitively understand that their skill level does not match their intelligence level. They experience mounting frustration every time they find themselves incapable of meeting teacher's, parent's and even their own expectations.

 

Effective learning takes place in a multisensory, carefully structured, sequential, cumulative program, in combination with an acute awareness and understanding of the student's lack of self-confidence and their negative associations with math.