A Survey of Methods to Increase Memory and Attention in Students

Developing memory and attention techniques is vital to our student's success. "If a concept is important enough to teach, teachers should study every way possible to help students remember it (King-Friedrich, 2001). Some successful memory techniques include recitation, connecting learning to prior knowledge, and aerobic exercise. Verbal praise, monitoring the classroom and a conducting a project-based classroom are some effective ways of keeping student's attention. Both memory and attention techniques will be discussed.

"There is no principle that is more important or more effective that recitation for transferring material from the short-term memory to the long-term memory" (Memory and Related Learning Principles, 2003). Recitation is the physical act of speaking out loud the words and ideas that you want to remember. This technique has some advantages. In the classroom it forces students to explain concepts in their own words. The students who can successfully do so are able make more sense of the material in their minds. Verbal recitation, in one experiment, was tested on a group of students. Those that were quizzed on material 63 days after exposure using recitation had a 70% retention rate compared with students who did not review who had a retention rate of 14% (Memory and Related Learning Principles, 2003).

Another successful memory technique is connecting new material to a student's prior knowledge. "New learning must be connected to what the students already know" (King-Friedrichs, 2001). Students are more likely to pay attention and remember something that can be related to what they are familiar with. In the classroom for example, educators can connect a read-a-loud book about pets to experiences the students have had with their own pets. This engages the students in learning and helps them remember important parts of the book. They have to be able to relate new and information and experiences to what they already know (King-Friedrichs, 2001).

Aerobic exercise has been shown to relieve stress, which then lowers the elevated, stress-induced, levels of cortisol in the brain (Horn, 2003). Cortisol is among the hormones released by the body to aid in coping with stressful situations. Research has shown that after only a few days of prolonged exposure to stress and thus elevated levels of cortisol, cells in the brain's memory center begin to die off (Horn). Moderate to intense aerobic exercise has also been proven to increase blood flow to the brain, which in turn increases the brain's supply of oxygen and nutrients, increasing efficiency of neuronal activity (Horn). Most experts recommend a daily dose of at least 30 minutes of exercise (Horn) to keep your memory in good shape.

An increase in positive verbal feedback can lead to increased student effort in the classroom, as well as a decrease in the frequency of undesired behaviors (Reis, 2002). Through field observations, discussions with teachers, and a review of literature, Reis has found that increasing the amount of verbal praise a student is given, allows the student to feel increasingly successful. These feelings of success help to raise the student's sense of self-esteem (Reis). Reis states that the teachers she observed were surprised at how the increase in frequency of verbal praise led to an increase in student effort, as well as a decrease in off-task behaviors, such as pen clicking, paper clip bending, and talking. They found that their students were indeed paying better attention! Importantly, one needs to remember that the increase in positive verbal feedback to students should be accompanied by a decrease in negative feedback (Reis).

A necessity that teachers have is keeping students focused on the assignments given in class. A teacher needs to monitor the progress on the assignment and address any frustration the student is encountering in the process of working on the assignment. By addressing these issues a teacher increased the likelihood that students will continue to give attention to the work at hand. An effective method for doing so is monitoring the classroom by leaving their desk and circulating around the classroom (Churchward, 2003). The goal of circulating around the class is to view the student's progress on the given assignment. The teacher can immediately address issues the student is having and decrease the likelihood the student will abandon the assignment in frustration. They can also address any students who are not staying on task in a quiet voice that does not embarrass them in front of the whole class (Churchward, 2003). They may also encourage the progress of any students that the teacher would deem needing the positive reinforcement.

A project-based classroom is a great way to keep student's attention. "Discover you students' interests and organize units of study around them" (Weaver, 1990). Educators can create projects that engage the students. If they are interested in the ocean, teachers can develop an ocean theme unit. Students will pay attention if they are interested in what they are learning. "Give kids many different methods for showing what they know - oral presentations, art projects, creative drama, and so forth" (Weaver, 1990). This gives them the opportunity to present and process what they've learned in different ways.
Teachers can increase the likelihood of student success, by utilizing memory and attention development techniques in the classroom. There are many different techniques and strategies available to the classroom teacher, to aid students in sustaining attention and improving memory. Improved attention and memory are not the only benefits students enjoy when such strategies are employed. Students show an increase in self-esteem and pride in learning, as well as an overall increase in student effort (Reis, 2002).

References
Horn, C. (2003, January-February). The 5 Best Ways to Sharpen Your Memory. Natural Health,
33 (1), 151-154.
King-Friedrichs, J. (2001, November). Brain-friendly techniques for improving memory.
Educational Leadership, 59(3), 76. Retrieved August 1, 2004, from EBSCO host.
Memory and Related Learning Principles. (2003). Retrieved August 3, 2004, from
http://brain.web-us.com/memory/memory_and_related_learning_prin.htm.
Weaver, C. (1994, May-June). Eight Tips for Teachers with ADHD Students. Instructor (1990),
103(9), 43. Retrieved August 1, 2004, from Info-trac database.
Reis, E. (2002, September). Attention Deficit Hyperactivity Disorder: Implications for the
Classroom Teacher. Journal of Instructional Psychology, 29(3), 175-179.