A difficulty that many students have after spending a day in class is crystallizing the key points and retaining the information taught. As teachers we should devote time in each lesson to helping students see through the details to the core of what is being taught, therefore. his can be done through a combination of verbal and written cues. Following is a look at some of the ways that you can help students as they work through daily lessons in your class. Start your class with the day's overall focus. This should be broad enough to encompass the subtopics that will be included in the lesson. This provides a structure for you and a preview for your students of what to expect during the day. State what students will be able to do at the end of the lesson. These statements could take a couple of different forms. They might be such objectives that are written in behavioral terms such as "Students will be able to convert Fahrenheit to Celsius. They could be goals that look at the higher level of Bloom's Taxonomy such as "Determine the pros and cons of using fahrenheit or celsius as a temperature scale.

Memory joggers to frame your lessons

Also they could be in form of questions that the students will be able to answer by the end of the lesson which in this example would be practice of the students actually converting from fahrenheit to Celsius. Students can see where they are in the lesson by posting a daily agenda on the board. You can choose to make this one or two words or more detailed depending on your preferences. You can also choose to include a time element if you desire, although you might want to keep this for your own use to make sure the lesson is moving along properly. Students can use this as the basis for headings in their notes if they are required to keep them. With a list of key words to listen for or more formally an outline with certain lines already filled in that they are to use as they take notes in class students can be provided. Sometimes students get caught up with "getting it right" and you spend more time explaining what should or should not be included than actually presenting the material and this is the only issue with that. This is not so much of a memory jogger as an organizational technique. By listing all the materials used and the order in which they are used, however, they can get a feel for the important elements of the upcoming lesson. You can include textbook pages, supplementary materials, equipment used, maps, etc. The structure of activities themselves can serve as memory joggers for the key elements of the lesson being taught. This is much more than just a list of questions to be answered. This could include things like evaluations, cloze paragraphs, and charts to be filled in.