Elaborate Memory Rehearsal

Question 5. What are some ways you can offer rehearsal sessions using different modalities? Information that enters immediate memory is lost rapidly unless something is done with it (manipulation). Information must be stored in many areas of the brain to make it easily accessible. Rehearsal is a form of mental manipulation consisting of two types—rote and elaborate. Rote is effective when the information is used in the same form as it is learned like multiplication facts, states and capitals, and spelling words. Elaborate rehearsal relies on creating meaning or allows the student to make connections to information already stored in the brain. Howard Eichebaum (2003) refers to the premise that our semantic memories are born out of our
Rehearsal consists of homework, practice, events, and experience that will store information in multiple memory pathways. It must occur at intervals for the best effect and having enough sleep can be a major factor on how well the information is retained. The rehearsal process may use many of the recoding strategies. An example might be similarities and differences practice used across the curriculum with time for reflection at the beginning of each incidence and reinforcement at the end. Similarities and differences may be shown with a T-chart, or a skit. (Marzano, Pickering, and Pollack, 2001) found this strategy raised achievement by 45%. There are six memory pathways (modalities) to the brain. They are semantic (words), episodic (events), emotional (strongest, stores memories of emotional events), procedural (muscle memories), and automatic. Through the rehearsal process, we can take information and store it on one or all of these pathways. Use as many pathways as possible and be sure to transfer the information to the semantic pathway because this is how they will likely be
Types of rehearsal we use will vary with grade and ability. Recall improves as students get older. At age 7or 8 students may be able to retrieve one item from memory, conversely by 10 or 11 they may be able to retrieve three items (DeFina 2003). Considering different abilities of students, using different rehearsal strategies is a way to meet the needs of all students. Semantic pathway. Strategies that may be used are graphic organizers, mind maps, time lines, peer teaching, and practice tests. Episodic pathway. This can include field trips, bulletin boards and posters, decorations, and seating arrangements Emotional pathway. Music, personalization, storytelling, role-play, debate, persuasive writing, interviewing, and campaigning would be strategies for this pathway. Procedural pathway. These can include dance, role-play, body peg systems, cheers, and movement while learning like walking or marching. Conditioned response (Automatic). Strategies may be songs, poems, flash cards, and quiz shows.

Mnemonics are based on linking what needs to be learned with what is already known, putting information into multiple pathways. It adds interest to what is being taught and the less prior knowledge you have, the more mnemonics can be helpful. Using mnemonics for factual information is useful. For conceptual understanding, elaborate rehearsal is suggested. Some suggested mnemonics