After the first month of school, Mr. Lennox places a suggestion box in his classroom and encourages students to drop suggestions anonymously into the box. He opens the box at the end of the week and reads a note suggesting that he stop lecturing. The student says that lectures put him or her to sleep

Question

Mr. Lennox wants students to learn history. He realizes the value of the declarative knowledge he is presenting, and he wants it to hold meaning for his students.Mr. Lennox shows you the suggestion and asks for recommendations. As his colleague, you are in a position to help.

What, besides lecturing, might Mr. Lennox do in his teaching to help students create semantic memory of historical events?

What might Mr. Lennox do in his teaching to help students create episodic memory of historical events?

What will be an ideal response?

Answer 1

Suggested Response:
Mr. Lennox might apply dual coding theory to help students build semantic memory. Rather than representing information in spoken word only, he might add visual information by using pictures, videos, drawings, timelines, and other visual stimuli. Information coded both visually and verbally is easier to learn. It uses two processing systems and is likely to be stored in long-term memory with meaning. It is also likely to hold students' attention longer than straight lecture.
Mr. Lennox might help student build episodic memory of historical events by creating assignments that involve skits, acting, re-enactment, and role-playing as historical characters in significant events. Episodic memories are tied to particular times and places. Some form of acting out the events of history may help students remember the times, places, and characters involved in the events. They might visit museums and historical locations as a way of building semantic and episodic memories.
Text Reference: Long-Term Memory