Lesson 4 - Mem-ExSpan, memspan's The Bridge to Achievement, Sequential C...

Lesson 4 -  gives you a chance to test your short-term working memory by seeing if you can remember a food order. 

Learn by self-rehearsal-practice; then try repeating the items in the order.

Brain-Based Learning Wins All

 Why Brain Based Learning? (coined in the 1990s, the decade of the brain)

Brain Based Learning improves cognitve functions that include focus and memory. (Many scientific research articles support this).We all desire this, but with so many quick-fix options on the market-place, we are at a loss with making a final decision.

Peruse my 45 years of data backed events, (four juried, award-winning, longitudinal reports) combined with recent YouTube videos. My websites memspan.com and memexspan.com offer many new insights.

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YouTube Videos

Your investigation is now a personal search that will lead to meaningful actions.

Cubistic, Wooden Faces for Focus

 

Attention spans often lapse in today’s volatile, digital screen world.

 The objective:  is to improve attention to visual detail and listening skills, the ability to comprehend technical information, and follow oral and written directions.

 When entering information to the brain exceeds your short-term memory span capacity, the mind will go on "overload." 

 The working mechanism:

Filmed wooden faces are designed to progressively build Short-Term Memory span length, strength, and capacity to develop listening and visual detail skills. 

Once the automatic looping, wooden facial process begins, cubistic faces are repeated within daily practice sessions.

 Automated Chunking Action:  Each memory span has a beginning and an end.  Like a bridge span, it can hold many units.  A span can be Right-Brain or Left-Brain. 

 A Right-Brain span is global, or a unit of one.  A Left-Brain span is sequential, or is comprised of several units.

 Subsequently, you should be able to process five bits of information at once.

 By the end of the eight-weeks, participants can rehearse strings of ten items in varying chunked formations. A long, strong, and resilient memory span forms mental toughness. 

The chunking starts with a series of three items and progresses in difficulty level to ten or more items. Participants rehearse three unrelated items within the categories of letters, colors, numbers and words, reciting with the character models through scanning rotations [i].    

You Tube Film

 The objective is to enhance encoding and decoding processes.  Memory strengthening also makes following complicated step-wise procedures easier.  Learning strategies are taught on how to follow complex directions easily.

How:

 1.                  New information begins to process into the brain.

2.                  It registers in the brain either in parts or its entirety
Many subconscious thoughts enter as whole patterns.  The   complexity of the information  interfaces with the length and strength of your Short-Term memory span.

3.                  Information enters Short-Term Memory, and settles according to your span length.

4.                  If it doesn't process correctly, because of a short, overloaded span length, it is forgotten.

5.                  If it continues to process, it is synthesized with other background knowledge, and then classified by topic and enters Intermediate-Term Memory.  Mental thoughts or concepts form.

6.                  Next, the Left-Brain sorts and categorizes the information.

7.                  It then requires ordering or visual or auditory sequencing to integrate.

8.                  The sorted information finally enters Long-Term Memory. Understanding and conceptualization develop, based upon the early pattern selection, with intuitive thought and feelings.

9.                  Reasoning and logic commence, which are dependent on the above factors.

      Unfortunately, weak attention spans coupled with wandering thoughts, hinder our daily lives, leaving us lost in a digital world.

 

 

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[i] Erland, J. K. (1980).  Vicarious Modeling, Using Peers and Puppets With Learning Disabled Adolescents In Following Oral Directions.  Unpublished Masters thesis, The University of Kansas.

Erland, J.  K.  (1990, 1988, 1987, 1986, 1981).  The Memory Retainer Mental Exercise Review Book.
Lawrence, KS: Mem-ExSpan, Inc.

Erland, J . K. (1992).  Reading and learning disabled students improve reading and math through video-taped analytical training.  Journal of the Society for Accelerative Learning and Teaching, 17, (3 & 4),  171-223.

Erland, J.  K.  (1994, 1991).  The Bridge To Achievement, Accelerated Cognitive Training System.  Lawrence, KS: Mem-ExSpan, Inc.

Erland, J.  K.  (1994).  Analytical skills training through video-tape instruction develops higher-order thinking skills capability.  Journal of Accelerative Learning and Teaching,  19, (2), 155-227.

Erland, J.  K.  (1998).  Cognitive skills and accelerated learning memory training using interactive media improves academic performance in reading and math.  Journal of Accelerative Learning and Teaching,  23, (3 & 4), 3-57.

Erland, J. K. (1999, Spring):  Brain-Based Learning Longitudinal Study Reveals Solid Academic Achievement Maintenance With Accelerated Learning Practice. Journal of Accelerative Learning and Teaching,  Volume 24,
(1 & 2).  (available for pdf download on www.memspan.com/jalt.html)

Erland, J. K.  (!999, Fall)  Brain-Based Accelerated Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic Achievement  The Journal of Accelerated Learning and Teaching, 24, (3 & 4).  (available for pdf download on www.memspan.com/jalt.html)  In ERIC Clearinghouse  ED # 437 650. 100-page Jan K. Erland Monograph Scientific Report on Intelligences and Accelerated Learning Applications Documenting Treatment success with eleven classrooms and three control groups in all  ITBS academic subject areas. 

Erland, J. K. (2000, Fall)  Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Students”. The Journal of Accelerated Learning and Teaching, 25, (3 & 4). 5-48.  (available for pdf download on www.memspan.com/jalt.html)

 Paivio, A.  (1986).  Mental Representation:  A dual coding approach.  New York:  Oxford University Press.

Discovering an Arts and Science Film Model

Creating, implementing, monitoring continual data analyses, then evaluating, and publishing with the medical model is a lofty goal. Then converting this successful executive function application to mainstream understanding is even loftier.

My learning disability training came from renowned The University of Kansas’ instructional center, located at the main Kansas City, Kansas hospital. The rigorous medical model training was based upon the neuro-psychological construct.

As a learning disability specialist and classroom teacher, in the ‘70s & ‘80s, I applied science and art to the accepted accelerated learning construct.

At that time, creative instruction, was not a friendly construct with some public-school districts, administrators, and educators that depended on government funding.

Traditional teaching methods were inherent and cemented.

To my dismay, I soon discovered:

1)   Referred students required psycho-educational testing and evaluations to qualify, and many did not.

2)   Many students were not being identified, and fell through the testing requirement cracks.

3)   Furthermore, public schools could lose funding when the student was remediated. To maintain the funding stability, a newly referred student was needed to replace the vacancy.

4)   This meant additional after school staffing meetings with teachers, and administrators who were reluctant to lengthen their work-day.

5)   Auditory/sound/listening training was minimal, if any. (for creating auditory/visual integration for proficient logic and conceptualization).  Lightweight "listening" training lessons existed, but there were few heavy practice routines, like athletic or musical training. 

These attributes created a large learning gap for most everyone. Many concerned parents became desperate and sought private remediation resources.

Many instructional programs soon emerged. Some were cumbersome tutorials, whereas the individual traveled to a new setting/location.

This awkward construct opened the pathway for online leaning as broadband emerged, decades later.

Regrettably, many online auditory/visual training methods had their shortcomings with limited achievement results.

Then, there was me with my “arts in science” cognitive skills enhancement program with a phonological practice system that was working.

 

 Problem: My vocalized puppets, sitting on stools, demanded a filming interface. Moving them to distant states to film studios would be difficult, time consuming, and costly.

Subsequently, I created my own home laboratory complete with sound - recording, lighting, and video equipment to formulate procedural learning segments.

 Locating a talented sound technician who could work on small piece sound segments, plus learn a new looping system, was no easy task.

 Yet, one walked in from nowhere, as I interviewed many local candidates.

 My earlier blog discussions revealed the reluctance of current day individuals, faced with memory and cognitive deficiencies to rely on pills and concoctions as an easy quick-fix.

 And, with lots of Social Media time involvements over-riding educational learning.

However, hasty mental solutions will not produce efficient procedural upskill training.

Fortunately, looping, vocalized, puppet characters can realize and maintain their phonological sequencing results through continued science research, upskill implementation practice, and technology.