MEMORY AIDS
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Leonard's Story: Does this sound like you?
Leonard is a freshman who is very capable of managing his social and academic time. Although he always has something due, Leonard is able to get everything done without stress. He works hard at achieving. Leonard enjoys playing the guitar and writing songs; it is a way he usually uses to release tension. Listening to his stereo is another way he relaxes. Whether he is playing or listening , music has always been a source of enjoyment.
When leonard was in high school he was an A student whose achievement came easily, but college is proving very different for him. Leonard is enrolled in Writing, Introduction to Psychology, Introduction to Management, Introduction to Chemistry, and Probability. All of these classes are small in size or, at least, have a recitation component to them. Leonard likes the opportunity to engage in discussion with the other students and instructors.
Leonard's writing course requires mastery of the writing process. He sees this course as one that "you need to spend a lot of time thinking about the process of writing and doing it. Practice in this course consists of organizing my ideas and creating different ways to say the thing that I want to say." Probability is "a little bit like writing because they both take a great deal of practice and there is a logical sequence to it. In probability, though, I need to practice solving the same type of problems just using different numbers. "
Leonard is having problems learning the amount of information that is required in psychology, management, and chemistry. He does his reading, study guides, lab manuals, and all other assignments, so when he studies for a test he is just reviewing. His memory seems to fail him, though. What a frustrating experience it is to do all that work and then feel like you don't remember a thing. Leonard is interested in some of these courses but this lapse in memory seems to happen regardless of his interest level. He tries to memorize everything by rote, but then during the exam, the ability to recall all the information is gone. Leonard confuses the meanings of words because he can't seem to remember how the instructor or the author defined them. In classes he fights daydreaming and can't seem to concentrate on what is being discussed. It is such a frustration that "what goes in one ear comes out of the other. I can't tell you what the lecture was about even if you asked as I was getting up to leave. "
When Leonard sits down to read or do an assignment he hopes for an interruption. Many times he will even go to study in a place where he knows he'll run into a familiar face and be distracted. "Why read the material if you know what before you even put the book down you will have forgotten everything."
Think about these questions and share your answers!
- What specific strategies might you suggest to Leonard for remembering?
- Can you identify with Leonard's experiences in his three problematic courses? If so, in what ways?
- If Leonard is so capable of managing his time, why is he having so much trouble in his classes?
- What strategies help you remember information in your courses? Why do you think they work for you?
- What are some of the differences you have experienced between high school and college, particularly as related to professors, expectations, and learning?