The challenge of learning new skills and building a knowledge system is manageable once an appropriate learning strategy is deployed. While being admittedly simple, the approach known as mnemonic learning has been of significant use for students. By definition, the framework implies that the learning process should be enhanced by adding the information that can be associated easily with the subject matter and, therefore, makes the data more memorable (Wolfe, 2014).
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Therefore, mnemonic learning refers to the techniques that help remember essential information with the help of additional visuals, music, models, etc. (). According to Baddeley, Eysenck, and Anderson (2015), effective mnemonic learning can be facilitated once three crucial requirements are met. These include meaningful encoding, retrieval structure, and speed-up. Meaningful encoding is important for mnemonics since it allows linking specific information to preexisting knowledge (Baddeley et al., 2015).
The retrieval structure of a mnemonic device, in turn, allows launching the process of recalling a particular piece of information. Therefore, the retrieval structure must be viewed as a crucial component of a mnemonic device. Finally, the speed-up component creates premises for increasing the speed of recollecting the necessary data (Baddeley et al., 2015). Since it allows improving the process of recalling certain data, it remains an essential element of mnemonic learning.
Personally, I believe that mnemonic techniques are crucial for an efficient learning process. Therefore, I feel truly excited about the opportunities that mnemonic learning offers to students. Although I have been striving to improve my memory skills for quite a while, there are several areas that may require some attention in the future. Particularly, I seem to have trouble memorizing routes and other data associated with infrastructure.
As a result, I tend to avoid exploring new places, therefore, liming my experiences significantly. The significance of spatial memory cannot possibly be underrated in studying geometry, science, and other subjects that require the ability to navigate in a certain environment. Therefore, the further enhancement of my ability to memorize places, routes, and the associated information is crucial for my academic success. I am looking forward to designing the strategies that will help me utilize mnemonic learning as the tool for improving my spatial memory and, thus, developing the abilities that will be extremely useful in learning a number of subjects.
Moreover, it seems that my ability to remember faces could use a massive improvement. Either because of the lack of training or due to a poor focus, I have trouble remembering people. The skill of remembering faces will help me become more confident during communication and negotiations, therefore, allowing me to develop substantial leadership abilities (Wolfe, 2014).
To attain success in the objectives mentioned above, I will have to adopt specific techniques. To improve my spatial memory, I will have to use meditation techniques on a regular basis. Meditations will help me get into the relaxed mood that is required to be attentive to details and, therefore, develop a better understanding of a spatial infrastructure. As far as the issue with recalling faces is concerned, using exercises for memory improvement may be considered an appropriate strategy.
The strategies will be implemented in five steps, i.e.:
- defining the key objectives;
- designing exercises that will be used to train the necessary skills;
- performing the activities;
- measuring the efficacy of the training;
- determining the results and identifying the areas for further improvements.
Thus, impressive progress is expected (Jung, 2014).
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2015). Memory. New York, NY: Psychology Press.
Jung, L. A. (2014). A practical guide to planning interventions and monitoring progress. Bloomington, IN Solution Tree Press.
Wolfe, P. (2014). A toolkit of brain-compatible strategies. A chapter from brain matters: Translating research into classroom practice (2nd ed.). Alexandria, VA: ASCD.