| Exerpted From: Memory and its Role in Overcoming Dyslexia BY JAN STRYDOM, M.A., H.E.D., D.Ed. & SUSAN DU PLESSIS, B.D., B.A. Hons (psychology) Defined in broad terms, a mnemonic is a device, procedure, or operation that is used to improve memory. Defined in narrow terms — and what Scruggs and Mastropieri mean by the word — a mnemonic is a specific reconstruction of target content intended to tie new information more closely to the learner's existing knowledge base and, therefore, facilitate retrieval. Mnemonics have been used for thousands of years. Having limited access to writing materials, the Ancient Greeks developed complex mnemonic systems for remembering stories, poems, plays and lectures. To read entire article CLICK HERE |
Question: What are "mnemonics?
Answer: Mnemonic systems of memorization have been around for many years. In fact, it is commonly used today to aid medical
students in the memorization of difficult technical terms. Mnemonics is a technique which helps the mind to remember. We
especially like this definition gleaned from the following online article:
Answer: Mnemonic systems of memorization have been around for many years. In fact, it is commonly used today to aid medical
students in the memorization of difficult technical terms. Mnemonics is a technique which helps the mind to remember. We
especially like this definition gleaned from the following online article:
Question: How does your system work?
Answer: Times Tales works by turning an abstract multiplication problem into easily remembered stories that the child can relate to.
Numbers become consistent, familiar characters that come together in different combinations, each time with the multiplication fact
hidden in the story. First the child learns the stories, then, step-by-step, the story elements are peeled away. Finally, the child is left
with a basic multiplication fact but his mind is triggered to recall the story involving those characters, thus revealing the answer to
the problem.
In addition to the "trick" of using mnemonics our program has the benefit of pulling several learning modalities into play. Our stories
add a fun visual element that is easily remembered. Our stories are simple black and white drawings with no detail other than what is
necessary to reinforce the story. The visual learner can recall the picture and and answer the fact. The child engages his auditory
sense as he hears and then tells back the story and a reinforcement game adds a hands-on element for the kinesthetic learner.
Answer: Times Tales works by turning an abstract multiplication problem into easily remembered stories that the child can relate to.
Numbers become consistent, familiar characters that come together in different combinations, each time with the multiplication fact
hidden in the story. First the child learns the stories, then, step-by-step, the story elements are peeled away. Finally, the child is left
with a basic multiplication fact but his mind is triggered to recall the story involving those characters, thus revealing the answer to
the problem.
In addition to the "trick" of using mnemonics our program has the benefit of pulling several learning modalities into play. Our stories
add a fun visual element that is easily remembered. Our stories are simple black and white drawings with no detail other than what is
necessary to reinforce the story. The visual learner can recall the picture and and answer the fact. The child engages his auditory
sense as he hears and then tells back the story and a reinforcement game adds a hands-on element for the kinesthetic learner.
| Left-brain scholastic subjects focus on logical thinking, analysis, and accuracy (Math, Science, etc.) Right-brained subjects, on the other hand, focus on aesthetics, feeling, and creativity Think your Brain can't work in a different way? Try reading this!! "Aoccdrnig to a rscheearch porject at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe." |
| Typically, math is processed on the left side of the brain but with Times Tales the right side is used. |
| ? |
| ? |
| ? |
Question: Why does Times Tales teach only the upper multiplication facts?
Answer: Our program is simply a memorization tool and not a substitute for teaching the concept of multiplication. We believe
children should be able to mentally process the lower numbers as quickly as they could recall a memory story. We do not want
them simply memorizing the facts, thus losing the foundation of multiplication. Our system is intended as a tool to aid in
memorization of only those facts that are most commonly forgotten and cannot quickly be calculated mentally.
Answer: Our program is simply a memorization tool and not a substitute for teaching the concept of multiplication. We believe
children should be able to mentally process the lower numbers as quickly as they could recall a memory story. We do not want
them simply memorizing the facts, thus losing the foundation of multiplication. Our system is intended as a tool to aid in
memorization of only those facts that are most commonly forgotten and cannot quickly be calculated mentally.
Question: Do children really remember the multiplication facts weeks and even months later with very little review?
Answer: Since our program uses a mnemonic memorization system to aid in memorizing the multiplication facts, the stories and
pictures are not easily forgotten and neither are the multiplication facts. Typically the facts are remembered even months later
with little or no review. We suggest going over the flashcards for the first several days and then just using weekly review.
Tossing out a "what is 9 x 9?" as you drive down the road is an excellent way to keep the facts fresh without sitting down for an
actual review session.
Answer: Since our program uses a mnemonic memorization system to aid in memorizing the multiplication facts, the stories and
pictures are not easily forgotten and neither are the multiplication facts. Typically the facts are remembered even months later
with little or no review. We suggest going over the flashcards for the first several days and then just using weekly review.
Tossing out a "what is 9 x 9?" as you drive down the road is an excellent way to keep the facts fresh without sitting down for an
actual review session.
Question: Can a child really learn all these facts in about an hour?
Answer: YES! While there are exceptions, the average time to learn all the upper multiplication facts in this program is 30 to 60
minutes. Many parents are writing in that they teach the stories over two days with a 20 minute session each day.
Answer: YES! While there are exceptions, the average time to learn all the upper multiplication facts in this program is 30 to 60
minutes. Many parents are writing in that they teach the stories over two days with a 20 minute session each day.
Question: What age is this system recommended for?
Answer: Though it can be adapted to be used by all ages, the average age is six to twelve years old. Generally, these facts are
learned in a third grade elementary math program. We get several emails asking if this program can be used with older children,
or even adults. Certainly! While the Memory Story Guide is geared toward younger children, you would simply adapt in when
working with older students. They will generally work through the stories much more quickly and with less discussion. Simply
remind them that, though it may seem "babyish", it is simply a memorization tool that will work for anyone.
Answer: Though it can be adapted to be used by all ages, the average age is six to twelve years old. Generally, these facts are
learned in a third grade elementary math program. We get several emails asking if this program can be used with older children,
or even adults. Certainly! While the Memory Story Guide is geared toward younger children, you would simply adapt in when
working with older students. They will generally work through the stories much more quickly and with less discussion. Simply
remind them that, though it may seem "babyish", it is simply a memorization tool that will work for anyone.
| Still have questions? CLICK HERE to email us and we promise we'll get back to you! |
| a |
| a |
| Trigger Memory Systems |
| Education Through Imagination |
| ...committed to instilling an unquenchable desire for learning that will last a lifetime. |
| ? |
| ? |
| ? |
| Subscribe to our Free Creative Learning Monthly Newsletter. |
