If we don’t retrieve knowledge often, we forget it. Arbitrary facts are harder to remember than knowledge that is related to a larger bank of what was already known. However, sometimes arbitrary facts need to be remembered to enable future learning. Unrelated knowledge is a problem, and can lead to mind wandering, low task completion and a low receptivity for new learning.
“Exactly how we relate new information to our knowledge base is critical for efficient learning and retention. A well-organized memory system is built around an organized framework, which includes links to related information. Psychologists refer to these knowledge structures as schemas. For effective conceptual learning, we must work to categorize and organize new information to determine how new facts and concepts fit into existing schemas. The links that we create between new information and existing knowledge are as important as the new information itself.”
Shimamura, MARGE A Whole-Brain Learning Approach for Students and Teachers, 2018
Unrelated knowledge occurs when arbitrary facts are not framed correctly, and when links have not been made between prior learning and what is being learned.
As learning requires knowledge to be built into an organised structures, called schemas, knowledge must be related for it to be remembered.
- Arbitrary facts can be remembered by using effective mnemonics
- Knowledge is more likely to be remembered if explicit links are made to existing learning
This will allow learning to be sorted into meaningful chunks. This process can be helped by aiding learners through the process of comparing, contrasting, and categorising new information as it provided to them.
Arbitrary facts
The problem
When learners are provided with arbitrary facts, they are often forgotten.
Potential causes
Learners have no framework with which to link these facts.
Potential solution
Explain how these facts are relevant for future learning. Use mnemonics, which used already known ideas, as a hook for which to remember arbitrary facts e.g. Richard of York gave battle in vain for the colours of the rainbow in order.
Unlinked learning
The problem
When new knowledge is not remembered as part of a wider concepts.
Potential causes
Links between what is being taught and what is known are weak in the learners mind.
Potential solution
Make explicit links between what is being taught and what is already known, through narrating the journey of knowledge.
Comparing, contrasting and categorising new learning as it is delivered will help learner create organised structure of knowledge. Statement that may be useful include:
- This is similar to …
- This is different from …
- This can be thought of like …
Questions that could be useful include:
- How is this like …
- How does this vary from …
- How can this be grouped with …
- Why is this the same as …
- Why is this different from …
- Why can these be grouped …
the researcher teacher 