MNEMONICS

Maggie Kirst
Brief Description

Mnemonics: A mnemonic is a technique or device used for strengthening or improving memory.

Mnemonic strategies are strategies that help students remember information. Some of the most
common strategies are acronyms, acrostics, rhymes, keywords, and pegwords. Because
mnemonics are used to recall information, they can be used across disciplines and in many
different contexts. They are especially helpful, however, when students need to memorize a
sequence in a particular order (such as numbers, names, or lists).
While mnemonics are beneficial for all students (especially those who struggle with memory
tasks) and for all ages, they are especially beneficial for students with mild disabilities, namely,
mild mental retardation and learning disabilities. As students with these disabilities typically
struggle to recall information, mnemonics provide an excellent tool for helping these students
retrieve and retain information. Mnemonics are also proved to be effective for students who have
behavior disorders.

Stepstoimplement
1. Analyzetheinformationthatneedstobememorized
2. Considerwhetherornotlearningthemnemonicwillmakeyourstudents'learningmore
efficientandeffective
3. Ifusingamnemonicseemstobebeneficial,createamnemonic
o Whocreatesit:
Teacherhasonepremade(orusesonethatispremade)
Studentsworkwithteachertocreateone
Studentsworkinsmallgroupstocreateone
Studentsworkindependently
o Stepstocreatingone:
Listthewords/contentthatneed/stobememorized
Choosethetypeofmnemonicthatwouldbethemostappropriateforthis
specificcontent
Brainstormandcreatethemnemonic
Example:ifstudentsaretryingtomemorizethenamesofthe
planets,havethembrainstormandcreateanacrosticthatbegins
withthelettersMVEMJSUN
Writedown/drawthemnemonic
o Makesurethemnemonic:
Isclearlyrelevanttotheinformationtobelearned
Hasaminimumnumberofstepstolearn
o Tips:
Makesureitismemorable
Becreative
Makeallimagescolorfulandvibrant
Whenpossible,makethemhumorous
 Exaggeratecertainpartsofimages
4. TeachtheclassthemnemonicusingLIP
o LLinkthenewinformationtoinformationthestudentsalreadyknow
o IIntroducethenewinformationtothestudents
o PProvidearationaleforlearningthemnemonic
5. Reinforcethemnemonicseveraltimesoveraperiodoftime
http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies/teacher_tools/mnemonic_strategies

How to use mnemonics in the classroom

Mnemonics can be implemented anytime content needs to be remembered. For example, after
sharing with the class a list of names that needs to be remembered in a particular order, have the
students use mnemonic techniques to remember the order presented. The teacher can have the
mnemonic technique prepared, can work with the students to create one, or can have the students
create their own. The teacher can also remind the students of the different types of mnemonics
they can use depending on their learning styles. Once the class has been given or has created the
mnemonic, the students should write it down/draw it so they can remember it in the future. Later
on, quiz the students on how well they are able to remember the content presented with the help
of their mnemonic technique.
While it is helpful for the students to come up with their own mnemonic technique so they can
connect it to their individual background knowledge, this strategy can be used in whole group
instruction, small groups, or individually. Mnemonics can be used in any classroom, during any
subject, and for any grade as long as memory is involved. It is engaging, practical, easy to
implement, not time consuming, and is easily paired with every type of instruction.

Resources:

Peer-Reviewed Journal Articles:

Haydon, T., Musti-Rao, S., & Alter, P. (2017). Comparing Choral Responding and a
Choral Responding Plus Mnemonic Device During Geography Lessons for
Students with Mild to Moderate Disabilities. Education & Treatment Of
Children, 40(1), 77-95. Retrieved from
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&sid=bfeab3 1e-
dff1-4230-b848-d2d411bd815c%40sessionmgr120

This article discusses a study where eight students (only four students results
were published) with speech and language impairments and mild intellectual
disabilities were taught geography with two different techniques for memorization.
The first technique was choral responding, and the second was choral
responding plus mnemonics. After the two teaching techniques were
implemented, the students were given a quiz, were observed for on-task
 behavior, and were given a quiz a week after the lesson was taught. For all four
students, the quiz scores (for both immediate quizzes and one week later
quizzes) were significantly higher when choral responding plus mnemonics was
implemented. In some cases, the scores were even doubled or triple. Student on-
task behavior also increased for the majority of the students. In addition, they
commented that they preferred learning through mnemonics more than traditional
instruction because it was more engaging, beneficial, helpful, and easier to use.
To summarize, this article demonstrates the effectiveness of mnemonics in
increasing memory, quiz scores, and on-task behavior for students with and
without disabilities. While this study is definitely not comprehensive, it affirms the
research that has been conducted before it and claims that mnemonics are an
evidence-based practice.

Lubin, J., & Polloway, E. A. (2016). Mnemonic Instruction in Science and Social
Studies for Students with Learning Problems: A Review. Learning Disabilities --
A Contemporary Journal, 14(2), 207-224. Retrieved from
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&sid=bfeab3 1e-
dff1-4230-b848-d2d411bd815c%40sessionmgr120

Assuming the effectiveness of mnemonics as a given, this article jumps straight into
helping teachers understand the types, strategies, uses, and implementation of mnemonics
in general, and specifically in the courses of science and social studies. This article also
highlights ways that teachers should apply mnemonics so that the performance of
students with disabilities (namely, LD and MID) will be enhanced. As the article itself
says, mnemonics reaches across abilities and subjects, but it needs to be effectively
implemented. That is why this article is a great tool for educators to use in order to make
certain they are effectively implementing the use of mnemonics in the classroom. It offers
suggestions, gives examples, and even discusses stories from real classrooms. Altogether,
this article does an excellent job of explaining the evidence-based effectiveness of
mnemonics and the importance of training educators to use it properly.

Putnam, A. L. (2015). Mnemonics in education: Current research and applications.

Translational Issues In Psychological Science, 1(2), 130-139.
doi:10.1037/tps0000023. Retrieved from
http://web.a.ebscohost.com.ezproxy.tiu.edu/ehost/pdfviewer/pdfviewer?sid
=c9aca215-1f17-4ce0-8afc
dbec9114d535%40sessionmgr4006&vid=10&hid=4106
 Thisarticlealludestotheapparentdecreaseofusingmnemonicsinclassroomstoday.
Theauthorattributesthisdecreasetoeducatorsbelievingthatmnemonicsarenot
practicalandaretootimeconsumingtoapply.Putnamcountersthesearguments,though,
byexplaininghowmnemonicscanbesimplyandpracticallyused.Hedoesthisby
answeringfourimportantandcommonquestionsandbyframingmnemonicsasa
retrievalaidtobecoupledwithotherlearningtechniquesinsteadofacorelearning
strategy.Thefourquestionstheauthoraddressesare:(a)domnemonicscontributeto
morethanjustrotememory?(b)Domnemonicsworkwitheducationallyrelevant
materials?(c)Howmuchtimeisrequiredtolearnandprepareamnemonic?And(d)do
mnemonicspromotelongtermlearning?Althoughtheauthorisquicktoprovide
differingperspectivesanddisadvantages,thisarticledemonstratestheeffectivenessand
practicalityofusingmnemonicsintheclassroom.Itmakesacaseforwhyteachers
shouldstillusethemtodayandbringsmuchneededpeacetothemindsofanxious
teachers.However,withthatsaid,mnemonicscannotbeareplacementforlearning
material;theyarearetrievalplantoaccesswhattheyalreadyknow.Teachersshould
understandhowtoutilizethemanydifferenttechniques,shouldapplythemwithother
strategies,shouldusethemwitheffectiveandcompatiblematerials,shouldknowwhy
theyareusingacertaintechnique,andshouldarticulatetostudentshowtousethem.

Website:

http://ababasoft.com/mnemonic/

This website provides students and teachers alike with the opportunity to develop their
memory through the use of mnemonics. Since mnemonics is a strategy that must be
practiced and understood, this website is designed to help students improve their memory
and develop their mnemonic skills. It provides games, multiple levels, different
categories, feedback/advice, definitions, and even training to help enhance mnemonic
skills and improve memory. On a more educational and informational note, this website
also lists several articles that can be used to gain greater understanding about mnemonics.

Book:

Holliman, C. (2009). The mnemonics book: Easy ways to remember hard things. Chapel Hill,
NC: Professional Press.

This book is an incredible resource for anyone trying to understand and implement
mnemonics. Written by thefounderandExecutiveDirectorofTheMnemonicsInstitute,
thereisnogreaterresourceformnemonicsthantheonelistedabove.Itisextremelywell
written,comprehensive(discusseseverysinglemnemonicstrategy),clearandarticulate,
andcomesstraightfromthemindofperhapsthemosteducatedpersononmnemonics.
Thisisaresourceyoudonotwanttogowithout.
Videos:
Mnemonics:
https://www.youtube.com/watch?v=VoYOb2sPnqA

This YouTube video is a great way to engage students (and yourself) as you become more
familiar with mnemonics. It clearly states the definitions of the most common mnemonic
types and provides examples for each. It also gives tips on how to make the mnemonics
more memorable and effective. The information is orally spoken, visually written, and
visually displayed. Because of this, it is a great resource for students of all learning styles.
The students will also appreciate the accent of the Australian narrator.

Learning Mnemonics: Can you really hack your memory?

https://www.youtube.com/watch?v=PoSqNd1TE4A

Similar to the video listed above, this video does an excellent job defining and providing
examples of the different mnemonic types. These definitions, however, are a little more
explicit and a higher level of information. The reason I included this video along with the
previous one is because this one does a better job of explaining why and how mnemonics
work. Instead of just saying, Mnemonics are effective, it actually describes the process
going on inside the mind and how that results in improving memory.

Sample Data Collection Instrument

After the students have been taught or have created their own mnemonic device, have the
students complete an exit slip on their way out of class. For example, if the students have been
creating image mnemonics to memorize the capitals of the U.S. states, have the students write
down as many states and capitals as they can remember. The teacher should also provide a place
for the students to draw the image if necessary.

_____________, Alabama

_____________, Alaska

_____________, Arizona

Another example of an exit slip would be having the students recall a particular sequence by
writing an acrostic or acronym and what they stand for:
 The colors of the rainbow are:

R ed
O range
Y ellow
G reen
B lue
I ndigo
V iolet

The order of the planets is:

My Very Excellent Mother Just Served Us Nachos

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Before the students can move on to the next activity, they must hand in the exit slip to the
teacher. The criteria for this assessment are simply right or wrong. The teacher should give points
for every individual word not the sequence as a whole. If, however, the purpose of this data
collection instrument is to understand how well the students are tracking, it should not be
attached to any point value, but should be used to inform the teacher.

This strategy monitors a students ability to recall and retain information. Specifically for
students with mental retardation or a learning disability, this strategy will demonstrate how much
their memory is enhancing and improving. If their goal or objective in their IEP is to recall more
information or retain what has been learned, this is a great strategy to monitor the progress of
that goal.
 Strategy Description Sheets Scoring Guide

Brief Description /15%

Steps to implement are adequately detailed /20%

Description of Classroom Use /10%

Appropriate resources identified /20%

Resources adequately annotated /15%

Appropriate data collection instrument (Sample, as necessary) /15%

Grammar, spelling, APA /5%