Quality assured by the ALL Connect project (2015) 1 memory technique Chunking It is virtually imposible to memorise a whole text simply by looking at it, they need to use their active memory to do this in a 3 stage process Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) Demonstrating the value of ‘active’ learning. You have to ‘do something’ to learn, not just read the sheet over and over and hope that the knowledge will go in. This hardly ever happens! The other thing that is vital to know is that it is nearly impossible to memorise things well that you don’t understand. So, you need to take care that you don’t use google translate or copy down things in class that are too complex and you don’t understand each word. This is why you need to be independent in what you produce in the first place. Otherwise keeping it in your head will be a meaningless and probably unsuccessful endeavour. https://en.wikipedia.org/wiki/Edgar_Dale#/media/File:Edgar_Dale%27s_cone_of_learning.png Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) Memory techniques: 1 Chunking Break your work down into ‘chunks’ (this could be paragraphs / bullet points from the task) Count the number of paragraphs and take one piece of A5 paper for each paragraph and number them. Fold the paper in half and on the top half write out your paragraph in full. On the bottom half write out the same paragraph, but every other word. Work with a partner (you can also do this alone) and look at the ‘every other word half’, saying out loud the full text. Each time you get stuck, stop, unfold the sheet to read the full text and then start again from the beginning. Explain the system to the students – explain to them that we are going to trial it with a sample paragraph. – 10 mins Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) ‘El verano pasado fui a Londres, quería ir a Manchester, pero no podía. Fui con mis amigos y fuimos al centro de la ciudad. Fuimos de compras y compré una camiseta y un CD. Luego comimos en Burger King y comí las patatas fritas y bebí limonada. Al final viajé a casa para ver una película. ¡Lo pasé muy bien!’ ‘El ______ pasado ___ a _______, quería __ a __________, pero __ podía. ___ con ___ amigos _ fuimos __ centro __la ______. Fuimos __ compras _ compré ___ camiseta _ un __. Luego _______ en ______ King _ comí ___patatas ______ y ____ limonada. __ final _____ a ____ para ___ una ________. ¡Lo ____ muy ____!’ Use this text to demonstrate how it works – hand out the sheet and elicit the translation of the full text – then use the whiteboard to cover up the full text and go around the class taking it in turns to memorise as much as they can – each time they get it wrong uncover the full text – let them read the next bit after where they got stuck and then the next S has a go – see how long it takes them to memorise the whole paragraph – 10 mins Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) " Active learning is the key to remembering. You have to DO something to keep the words in your head.” explain to the students that looking at the texts is not enough – they have to know it off by heart Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) After a study session, take a quick nap or relax. New memories are very vulnerable, but studies have shown that sleep helps your new memories stick. After your nap, repeat the memory technique once more for maximum retention. Ok, you can't sleep now but talk about something else for 1 minute (yes, have a chat!) then we will do stage 2. give them some tips on study techniques Try to do your Spanish learning work an hour before bed time - spend half an hour on it, half an hour getting ready for bed and then sleep. Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) " It's much easier to remember colourful, memorable mental images, than it is to remember dull facts." encourage them to color code and add images to help them remember Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) ‘El verano pasado fui a Londres, quería ir a Manchester, pero no podía. Fui con mis amigos y fuimos al centro de la ciudad. Fuimos de compras y compré una camiseta y un CD. Luego comimos en Burger King y comí las patatas fritas y bebí limonada. Al final viajé a casa para ver una película. ¡Lo pasé muy bien!’ ‘El ______ pasado ___ a _______, quería __ a __________, pero __ podía. ___ con ___ amigos _ fuimos __ centro __la ______. Fuimos __ compras _ compré ___ camiseta _ un __. Luego _______ en ______ King _ comí ___patatas ______ y ____ limonada. __ final _____ a ____ para ___ una ________. ¡Lo ____ muy ____!’ Now give them 30 or 40 mins to write up their paragraphs on paper and work together with a partner on memorising – get them to do it as a game – who can memorise their texts first wins! – 40 mins Quality assured by the ALL Connect project (2015)

Quality assured by the ALL Connect project (2015) Stage 2 Now get more paper and cut them in half. This time put the first letter of each word only, followed by a. E.g. E_ v_____ p_____ f__ a L_______. When you have finished, play again trying to say the text just looking at this version Now take a 1 minute break Stage 3 Now get more paper and write 4 key words for each paragraph. Try to use key words and words you have struggled to remember – put them in the order they appear in the paragraph. Now play again only looking at your key words. Quality assured by the ALL Connect project (2015)