When working with microbiology specimens, there is one main requirement of the tools that you use. That requirement is _____________.

When working with microbiology specimens, there is one main requirement of the tools that you use. That requirement is _____________.

Intestinal parasites are most often found in __________________ specimens, while parasites such as malaria is mostly found in ___________ specimens. *Need 2 answers.

Which of the following would be considered an “empty-calorie” food?

Substances that are required by the body to perform basic functions are called:

A healthy diet can best be met by consuming:

According to My Plate ____________ should be half of every meal.

The really interesting thing about conflict is that it is always present – it’s just that sometimes we don’t notice it as readily as we do in other situations. Evelyn has put together a great video about conflict management styles, negative feedback, and apologies. You will find a lot of the information that we covered in this course reaffirmed in this video (hopefully it also boosts your memory). How to Handle Conflict (11:36 minutes)

How Does Memory Work? One of the most common reasons that students struggle to remember the information that they are learning is that they do not know how to properly store it and retrieve it from their brains. The goal of this lesson is to help show how to work “Smarter not Harder” when learning, retaining, and recalling information. First, I want to begin by sharing the specific learning outcomes that you should acquire from this assignment. As reminder, learning outcomes should guide your focus so that you feel more purposeful with what information you are looking for. LEARNING OUTCOMES Understand Ebbinghaus’s Forgetfulness Curve. Apply varied approaches to spaced repetition. Develop cues for retrieving memories. Work through memory interference and misinformation. Now, you have read the learning outcomes, you should have a general idea of what you should be looking for when you watch the following two videos and read through paragraph about varied approaches. However, before you jump into watching the videos, I hope that you have already used your observational skills to skim through this entire assignment. Hopefully, you have noticed that there is a set of Review Questions found at the very end. So, if you really want to work “Smarter not Harder,” then you may want to read these questions BEFORE watching the videos and reading the paragraph. In this way, you will give your brain something to search for and focus on (in addition to the learning outcomes). Plus, most instructors rely heavily on Review Questions when developing their tests.   Ebbinghaus: Spaced Repetition (2:32 minutes) *The end of the video suggests the use of an app. While I do agree that some apps are really helpful, be wary that this is a sale’s pitch for a very specific app. I have not tried this app and can not vouch for its effectiveness. Instead, try programs like “Quizlet” if you are looking for a technology helpful too.   Crash Course: Remembering and Forgetting (10:17 minutes)   Varied Approach to Spaced Repetition One key concept that was omitted from these videos is the use of VARIED information when learning new information and trying to remember that information. We know that a person that tries to remember something only by rereading it over and over again will often be quick to forget it. The reason for that is because we haven’t placed enough meaning on the information when learning it (i.e. created a poor primary memory). While the primary memory is important, each repetition should also be meaningful and unique enough to stand out in your memory. This is where the varied approach comes in. If you need to learn something that you should never forget (like specific medication administration processes that are needed to save a patient’s life), then you need to put it into your memory “bank” in different ways. For example, here is a list of varied ways that you could work to learn and remember that information: Read it in the book your instructor assigned and annotate while you read Listen to your instructor talk about it in class and take notes Watch a YouTube video about what it looks like in the ‘real world’ Tell a classmate or a friend about what you learned that you found particularly interesting Read a blog about a patient who lived (or almost died) because of great/poor medication administration Relate it to an experience that you had in your own life Draw a diagram or flow chart outlining the steps and use COLOR in your notes Each time that you repeat the information in a DIFFERENT way, your memory is BOOSTED and you will retain the information for a longer period of time. Just look at the Ebbinghaus chart with boosters below:   As you can see, each time you approach the information in a different way, your memory of that information will increase thus allowing you to remember it for a longer period of time. Also, the more varied ways that you approach the information, the more your brain is “primed” to follow the trail of breadcrumbs through the web of your mind to locate all of the pieces need to truly remember the information correctly.   How Many Memory Boosters is the Right Number? There is no maximum or minimum number of boosters that you need in order to remember information. However, generally speaking, the more important or the more complex the information, the more boosters are need. The less important or the simpler the concept, the less boosters are needed.

How Does Memory Work? One of the most common reasons that students struggle to remember the information that they are learning is that they do not know how to properly store it and retrieve it from their brains. The goal of this lesson is to help show how to work “Smarter not Harder” when learning, retaining, and recalling information. First, I want to begin by sharing the specific learning outcomes that you should acquire from this assignment. As reminder, learning outcomes should guide your focus so that you feel more purposeful with what information you are looking for. LEARNING OUTCOMES Understand Ebbinghaus’s Forgetfulness Curve. Apply varied approaches to spaced repetition. Develop cues for retrieving memories. Work through memory interference and misinformation. Now, you have read the learning outcomes, you should have a general idea of what you should be looking for when you watch the following two videos and read through paragraph about varied approaches. However, before you jump into watching the videos, I hope that you have already used your observational skills to skim through this entire assignment. Hopefully, you have noticed that there is a set of Review Questions found at the very end. So, if you really want to work “Smarter not Harder,” then you may want to read these questions BEFORE watching the videos and reading the paragraph. In this way, you will give your brain something to search for and focus on (in addition to the learning outcomes). Plus, most instructors rely heavily on Review Questions when developing their tests.   Ebbinghaus: Spaced Repetition (2:32 minutes) *The end of the video suggests the use of an app. While I do agree that some apps are really helpful, be wary that this is a sale’s pitch for a very specific app. I have not tried this app and can not vouch for its effectiveness. Instead, try programs like “Quizlet” if you are looking for a technology helpful too.   Crash Course: Remembering and Forgetting (10:17 minutes)   Varied Approach to Spaced Repetition One key concept that was omitted from these videos is the use of VARIED information when learning new information and trying to remember that information. We know that a person that tries to remember something only by rereading it over and over again will often be quick to forget it. The reason for that is because we haven’t placed enough meaning on the information when learning it (i.e. created a poor primary memory). While the primary memory is important, each repetition should also be meaningful and unique enough to stand out in your memory. This is where the varied approach comes in. If you need to learn something that you should never forget (like specific medication administration processes that are needed to save a patient’s life), then you need to put it into your memory “bank” in different ways. For example, here is a list of varied ways that you could work to learn and remember that information: Read it in the book your instructor assigned and annotate while you read Listen to your instructor talk about it in class and take notes Watch a YouTube video about what it looks like in the ‘real world’ Tell a classmate or a friend about what you learned that you found particularly interesting Read a blog about a patient who lived (or almost died) because of great/poor medication administration Relate it to an experience that you had in your own life Draw a diagram or flow chart outlining the steps and use COLOR in your notes Each time that you repeat the information in a DIFFERENT way, your memory is BOOSTED and you will retain the information for a longer period of time. Just look at the Ebbinghaus chart with boosters below:   As you can see, each time you approach the information in a different way, your memory of that information will increase thus allowing you to remember it for a longer period of time. Also, the more varied ways that you approach the information, the more your brain is “primed” to follow the trail of breadcrumbs through the web of your mind to locate all of the pieces need to truly remember the information correctly.   How Many Memory Boosters is the Right Number? There is no maximum or minimum number of boosters that you need in order to remember information. However, generally speaking, the more important or the more complex the information, the more boosters are need. The less important or the simpler the concept, the less boosters are needed.