{"id":4201,"date":"2022-04-29T11:58:22","date_gmt":"2022-04-29T11:58:22","guid":{"rendered":"https:\/\/mystudyweb.com\/corporate\/?p=4201"},"modified":"2022-04-29T13:17:56","modified_gmt":"2022-04-29T13:17:56","slug":"sa-far-du-dina-elever-att-minnas-de-du-har-lar-dem","status":"publish","type":"post","link":"https:\/\/mystudyweb.com\/corporate\/sa-far-du-dina-elever-att-minnas-de-du-har-lar-dem\/","title":{"rendered":"S\u00e5 f\u00e5r du dina elever att minnas de du har l\u00e4rt dem!"},"content":{"rendered":"
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Foto: Shutterstock<\/h3><\/div><\/div>
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Om arbetsminnet och l\u00e5ngtidsminnets betydelse f\u00f6r inl\u00e4rning.<\/h2>\n

Att som l\u00e4rare uppt\u00e4cka hur lite eleverna faktiskt minns av ett \u00e4mnesomr\u00e5de som jag lagt ner s\u00e5 mycket tid p\u00e5 att undervisa om kan k\u00e4nnas mycket frustrerande. F\u00f6r att inte tala om hur mycket tid och energi eleverna l\u00e4gger ner p\u00e5 skolarbete som de kanske redan efter n\u00e5gra veckor, helt gl\u00f6mt bort!\u00a0Idag \u00e4r kunskapen om hur minnet fungerar och hur vi f\u00e5r elever att minnas det vi vill l\u00e4ra dem v\u00e4letablerad. Men, den kunskapen verkar \u00e4nd\u00e5 p\u00e5verkar l\u00e4rares lektionsplanering ganska lite. F\u00f6rhoppningsvis kan detta blogginl\u00e4gg hj\u00e4lpa till att sprida lite mer ljus \u00f6ver minnets betydelse f\u00f6r inl\u00e4rning.<\/p>\n

Vad menas med arbetsminne?<\/h3>\n

Arbetsminnet \u00e4r det som vi anv\u00e4nder n\u00e4r vi ska l\u00e4ra oss n\u00e5got nytt, n\u00e4r vi ska h\u00e5lla information i huvudet en kort stund, samtidigt som vi ska bearbeta informationen. Det kallas ocks\u00e5 ibland f\u00f6r korttidsminnet.\u00a0V\u00e5rt arbetsminne utvecklas mycket under de f\u00f6rsta skol\u00e5ren och har stor betydelse f\u00f6r v\u00e5r f\u00f6rm\u00e5ga att klara \u00e4mnen som l\u00e4sning och matematik.<\/p>\n

Barn med nedsatt arbetsminne<\/h3>\n

M\u00e5nga barn med inl\u00e4rningssv\u00e5righeter har ett nedsatt arbetsminne. Nedsatt arbetsminne beh\u00f6ver inte betyda att eleven saknar f\u00f6ruts\u00e4ttningar f\u00f6r att l\u00f6sa problem p\u00e5 h\u00f6ge abstraktionsniv\u00e5er. Det logiska t\u00e4nkandet kan vara helt intakt. F\u00f6r personer med dyslexi \u00e4r det t.ex de delar i arbetsminnet som hanterar ljud (det fonologiska systemet) som fungerar l\u00e5ngsammare.<\/p>\n

VAD MENAS MED l\u00e5ngtidSMINNE?<\/h3>\n

F\u00f6r att en f\u00e4rdighet ska bli \"automatiserad\"\u00a0beh\u00f6ver den landa i l\u00e5ngtidsminnet. Automatiserad betyder att man inte beh\u00f6ver anstr\u00e4nga sig f\u00f6r att hitta kunskap f\u00f6r att l\u00f6sa uppgiften,\u00a0 kunskapen finns redan lagrad.\u00a0Det \u00e4r d\u00e4rf\u00f6r som man \u00f6var exempelvis \"tio-kamrater\" eller multiplikationstabeller, s\u00e5 att kunskapen om talens f\u00f6rh\u00e5llanden inte ska vara en nyhet varje g\u00e5ng. L\u00e5ngtidsminnet har en n\u00e4stan obegr\u00e4nsad kapacitet. Ett s\u00e4tt att flytta \u00f6ver information fr\u00e5n korttidsminnet till l\u00e5ngtidsminnet \u00e4r repetition.<\/p>\n<\/div>\n<\/div><\/div>

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vilken betydelse har minnet f\u00f6r l\u00e4randet?<\/h2>\n

Ett s\u00e4tt att definiera l\u00e4rande p\u00e5 \u00e4r att det sker f\u00f6r\u00e4ndringar i l\u00e5ngtidsminnet. Arbetsminnet m\u00e5ste aktiveras f\u00f6r att nya kopplingar till ett nytt l\u00e5ngtidsminne ska kunna ske och att gamla saker i l\u00e5ngtidsminnet ska kunna kopplas fram till arbetsminnet.\u00a0Arbetsminnet \u00e4r begr\u00e4nsat, medan l\u00e5ngtidsminnet \u00e4r obegr\u00e4nsat. Vid ett undervisningstillf\u00e4lle \u00e4r det rimligt att anta att det fr\u00e4mst \u00e4r arbetsminnet som aktiveras och dess kapacitet \u00e4r olika f\u00f6r olika elever. Vi l\u00e4rare beh\u00f6ver d\u00e4rf\u00f6r anpassa undervisningen s\u00e5 att belastningen blir lagom stor f\u00f6r alla elever.
\nN\u00e4r vi som l\u00e4rare p\u00e5 olika s\u00e4tt presenterar nytt inneh\u00e5ll eller n\u00e5gon f\u00f6rdjupning till ett redan p\u00e5b\u00f6rjat omr\u00e5de m\u00e5ste vi allts\u00e5 ocks\u00e5 unders\u00f6ka om eleverna \u201d\u00e4r med p\u00e5 banan\u201d. Har deras arbetsminne varit aktivt?<\/p>\n

Minnet beh\u00f6ver st\u00e4ndigt aktiveras<\/h2>\n

Men det r\u00e4cker inte att i undervisningen s\u00e4kerst\u00e4lla att eleverna har tagit till sig nya moment vi beh\u00f6ver ocks\u00e5 skapa undervisning som strategiskt \u00e5terkopplar till tidigare undervisning s\u00e5 att undervisningen hj\u00e4lper eleverna att skapa f\u00f6r\u00e4ndringar i l\u00e5ngtidsminnet. Arbetsminnet m\u00e5ste aktiveras s\u00e5 att det h\u00e4mtar information fr\u00e5n l\u00e5ngtidsminnet s\u00e5 att man skapar sig ett l\u00e5ngvarigt minne. Det inneb\u00e4r att eleverna sj\u00e4lva m\u00e5ste st\u00e5 f\u00f6r t\u00e4nkandet s\u00e5 att de l\u00e4r sig. F\u00f6r att skapa f\u00f6r\u00e4ndringar i l\u00e5ngtidsminnet, allts\u00e5 l\u00e4rande beh\u00f6ver de flesta regelbundet friska upp arbetsminnet.\u00a0Om n\u00e5gon pratar aktiveras arbetsminnet och man skapar n\u00e5gon typ av kunskap, men n\u00e4r eleven d\u00e4refter g\u00e5r ut ur klassrummet f\u00f6rsvinner den h\u00e4r kunskapen relativt snabbt och man beh\u00f6ver d\u00e5 fylla p\u00e5, aktivera det h\u00e4r minnet igen och d\u00e5 blir gl\u00f6mskekurvan aningen mindre brant och s\u00e5 forts\u00e4tter man s\u00e5 med regelbundenhet s\u00e5 \u00f6kas m\u00f6jligheterna f\u00f6r att skapa f\u00f6r\u00e4ndringar i l\u00e5ngtidsminnet som kan bli till kunskap.<\/p>\n<\/div>\n<\/div><\/div>

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Gl\u00f6mskekurvan<\/h2>\n

Den svenske l\u00e4karen och professorn i kognitiv neurovetenskap Torkel Klingberg skriver s\u00e5 h\u00e4r om vikten av repetition i sin bok\u00a0Den l\u00e4rande hj\u00e4rnan (<\/i>2011 ):<\/p>\n

Hermann Ebbinghaus var en tysk psykolog som i slutet av 1800-talet systematiskt testade hur mycket som fanns kvar i minnet vid olika tidpunkter efter inl\u00e4rning. Han kom fram till den ber\u00f6mda gl\u00f6mskekurvan som visar att minnet avtar enligt en regelbunden funktion beroende av tiden. Kurvan visade ocks\u00e5 det deprimerande faktum att utan repetition s\u00e5 minns vi efter n\u00e5gra dagar bara ungef\u00e4r 20 % av det vi ursprungligen kunnat. Men med repetition fr\u00e4schas minnet upp. En repetetion leder inte bara till att vi omedelbart efter \u00e5terinl\u00e4rningen minns mer, utan att gl\u00f6mskekurvan inte sluttar lika brant ned\u00e5t. N\u00e5gra dagar efter andra inl\u00e4rningen kommer man ih\u00e5g ungef\u00e4r 40% av informationen, j\u00e4mf\u00f6rt med 20 % om man bara l\u00e4st det en g\u00e5ng.<\/p>\n

Idag, mer \u00e4n ett \u00e5rhundrande senare har psykologer byggt vidare p\u00e5 Ebbinghaus fynd. De har bland annat visat hur repetitionerna ska spridas ut \u00f6ver tiden f\u00f6r att ge maximal effekt. Det verkar vara optimalt att gradvis sprida ut repetitionstillf\u00e4llena, s\u00e5 att den f\u00f6rsta repetitionen sker t\u00e4tt inp\u00e5 den initiala inl\u00e4rningen, men att tiden mellan varje repetition sedan gradvis \u00f6kas.<\/p>\n

10 minutersregeln<\/h2>\n

Ur boken \u201dBli hj\u00e4rnsmart: plugga snabbare och b\u00e4ttre!\u201d, Johan Rapp (2017) hittar jag en regel f\u00f6r detta som jag tror kan fungera bra f\u00f6r elever att ta med sig och f\u00f6r l\u00e4rare som planerar lektioner:<\/p>\n

Om nyckeln till att minnas det man f\u00f6rs\u00f6ker l\u00e4ra sig \u00e4r repetition och att studier visat att det mest effektiva s\u00e4ttet att repetera \u00e4r att sprida ut tillf\u00e4llena, t\u00e4nk s\u00e5 h\u00e4r: Redan 10 min efter att du l\u00e4st n\u00e5got f\u00f6rsta g\u00e5ngen beh\u00f6ver du g\u00e5 igenom texten igen. Om vi inte repeterar efter 10 min s\u00e5 gl\u00f6mmer vi ganska fort och f\u00f6r att inte b\u00f6rja gl\u00f6mma s\u00e5 \u00e4r det dags att repetera igen efter ett dygn. Nu b\u00f6rjar kunskapen s\u00e4tta sig. N\u00e4sta g\u00e5ng det \u00e4r dags att repetera \u00e4r efter en vecka. Och vill man minnas n\u00e5got resten av livet s\u00e5 ska man repetera igen efter en m\u00e5nad och ett halv\u00e5r. Viktigast \u00e4r att repetera efter 10 min och dagen efter!<\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

Om arbetsminnet och l\u00e5ngtidsminnets betydelse f\u00f6r inl\u00e4rning. Att som l\u00e4rare uppt\u00e4cka hur lite eleverna faktiskt minns av ett \u00e4mnesomr\u00e5de som jag lagt ner s\u00e5 mycket tid p\u00e5 att undervisa om kan k\u00e4nnas mycket frustrerande. F\u00f6r … Forts\u00e4tt l\u00e4sa S\u00e5 f\u00e5r du dina elever att minnas de du har l\u00e4rt dem!<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[24,25,26],"class_list":["post-4201","post","type-post","status-publish","format-standard","hentry","category-blog","tag-arbetsminne","tag-inlarning","tag-minnet"],"yoast_head":"\nS\u00e5 f\u00e5r du dina elever att minnas det du l\u00e4rt dem!<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/mystudyweb.com\/corporate\/sa-far-du-dina-elever-att-minnas-de-du-har-lar-dem\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"S\u00e5 f\u00e5r du dina elever att minnas de du har l\u00e4rt dem!\" \/>\n<meta property=\"og:description\" content=\"Om arbetsminnet och l\u00e5ngtidsminnets betydelse f\u00f6r inl\u00e4rning. 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