Memory Strategies - Wisconsin
Memory Strategies
| |Strategies |Examples |
|Environment |Visual schedules |Post class rules: wall, desk; adapt class schedule: color code, map of school, pictures of teacher, large print. |
|“E” | | |
| |Assignment book |Date book: color code subject area; PDA: Auditory reminder; To Do List |
| |Preferential seating |Near for proximity control and prompting, wall on one side |
| |Sensory awareness |Reduce classroom decorative clutter; projects handing from ceiling cover shelves using soft green or blue; lighting: soften lights; |
| | |olfactory: perfumes may cause nausea |
| |Modify length of day |Start at 9:00 and leave at 2:00; develop consistent routines |
| |Class placement |Quiet location: classroom not next to music room; highly structured teaching styles |
| |Peer support |Buddy system, in service to peers about disabilities |
|Curriculum |Give meaning to rote data |Verbal cues; link curriculum to interest of student: baseball stats to math concepts |
|“C” |Make it relevant to student |Experiential presentations; relate information to prior knowledge |
| |Textbooks |Multiple textbooks in different locations one at home one in classroom; reduce page clutter |
|Instruction |Organize information |Outline format, Graphic organizers, Study guide, Teach note taking skills (fill in the blanks); Highlight relevant information; Chunk|
|“I” | |information |
| |Errorless learning | |
| |Mnemonic devices | |
| |Control information presented at one time | |
| |Pacing | |
| |Match learning styles with teaching methods | |
| |Frequently probe skill acquisition |Provide breaks |
| |Demonstrate new tasks |Speaking too slowly, speaking too fast, speaking softly, speaking too loudly |
| | |Present multi sensory information, use movement associate facts with movement, regularly summarize presentation, alternate passive |
| | |and active activities |
| | |Check for mastery in different environments |
|Learner |Rehearsal | |
|“L” |Use a journal | |
| |Color coding | |
| |Over learn material |Practice in different environments |
| |Picture supported material |Match symbol system to student abilities |
| |Focus on one activity at a time | |
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