Remembering BIG Ideas

One of the points of this article is "The assumption that young children do not possess the working short term memory for processing complex information" which can be explained by physical d... See More

One of the points of this article is "The assumption that young children do not possess the working short term memory for processing complex information" which can be explained by physical development and certainly agree with the strategies presented on it. However, the article mentions second point: "learning continues to grow across subjects as learners get older" as another assumption. It is my understanding that research shows that students use strategies to cluster information. It is also observed in research for second language acquisition and brain research. The brain makes connections every time it encounters new information is an effective way for learning. It can not be presented as an assumption, but as a fact. The idea of "thinking about thinking" (metacognition) is a pivotal and fundamental strategy in all subject areas. This article is an excellent example of how to use strategies for English Language learners. The use of mnemonic systems such as rhymes, acronyms, acrostics and peg words are examples of it.

Helpful Cognitive Strategies

Research shows that ‘cognitive skills in problem solving, remembering, and storing information are not age related but content related.’ This article presents 27 activities that require un... See More

Research shows that ‘cognitive skills in problem solving, remembering, and storing information are not age related but content related.’ This article presents 27 activities that require understanding of how they are classified. The article also talks about how rhymes, acronyms, acrostics, and peg words can help in remembering the big idea. This is definitely an interesting article and one that an educator can apply in helping students develop their cognitive skills.