Differentiation is the use of time, planning, and instructional

Transcription

1 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 1 1 Differetiatio ad the Brai Differetiatio is the use of time, plaig, ad istructioal practices to meet the differet eeds of diverse learers. Tomliso (1999) says, I differetiated classrooms, teachers begi where studets are, ot the frot of a curriculum guide. The classroom teacher has the task of differetiatig curriculum every day i order to meet the eeds of all of the learers. Special populatios, which iclude at-risk studets, special educatio studets, ad gifted studets, all eed that differetiatio if they are to be successful. Some of the special populatios that we will discuss i this chapter ad the chapters to follow iclude those studets 1. Idetified as eedig the services of a program for academically gifted 2. Idetified as havig Attetio Deficiecy Disorder (ADD) or Attetio Deficiecy Hyperactive Disorder (ADHD) 3. Idetified for services uder the guidelies of special educatio 1

2 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 2 2 Special Learers 4. Idetified for services uder at-risk guidelies icludig guidelies for Eglish laguage ad secod laguage learers, compesatory educatio, Sectio 504, ad Title I 5. Idetified for services uder emotioal ad behavioral services THE BRAIN IN ACTION I order to uderstad the eeds of these studets ad how the classroom teacher ca modify ad differetiate for those differeces, it is ecessary to look at how the brai lears, processes, ad retrieves iformatio uder most circumstaces. Accordig to Spreger (2002), we idetify as smart those studets who ca take i iformatio efficietly ad quickly, process it, ad the retrieve it quickly whe it is eeded. Gifted studets ted to process more efficietly ad quickly, ad thus they eed modificatios so that they are challeged sufficietly ad ca reach their potetial. Studets with learig or behavioral problems may ot be able to carry out oe or more of these fuctios (takig i iformatio, processig it, ad retrievig it) without difficulty. Icomig Iformatio It has bee said that smart people are those who ca quickly store ad retrieve iformatio. Uderachievers are those who process iformatio quickly but retrieve it from storage slowly; overachievers are those who process iformatio slowly but retrieve it from storage quickly. How, the, ca we help studets process iformatio i a faster ad more efficiet way so that whe they eed to use the iformatio they ca retrieve it quickly? Our rate of learig is the amout of time it takes to acquire iformatio. Usig the graphic i Figure 1.1, let s look at how the brai takes i iformatio, how it decides what to keep ad what to discard, ad how it retrieves iformatio from log-term memory.

3 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 3 Differetiatio ad the Brai 3 Figure 1.1 A Summary View of the Learig Process, From the Seses to Retrieval From Sesory Memory Short-Term Memory Rehearsal To Log-Term Memory Storage Retrieved from Log-Term Memory Storage Most brai researchers say that 99% of what we lear comes to us through our seses visio, hearig, smellig, tastig, ad feelig. That meas that the classroom eviromet is importat ad that the way teachers teach studets is importat i gettig iformatio processig i the brai. For studets experiecig difficulty with the learig, the classroom eviromet is a critical part of the learig process for them. How ca we help these studets to use their seses to take i iformatio at a more efficiet rate ad to move the iformatio to the processig ceter of the brai? Usig a Variety of Learig Modalities Researchers have idetified three learig modalities most ofte used by studets to takig i iformatio. Most of

4 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 4 4 Special Learers us prefer oe of these modalities to the others ad are able to take i iformatio faster ad more efficietly if taught i our preferred modality. As a matter of fact, it is believed that studets who have difficulty with the learig will ot be successful uless they are re-taught i the modality i which they lear best. Followig is a discussio of the three modalities ad their characteristics (from Tilesto, 2000). Visual Learers. Visual learers make up the largest group i the classroom; perhaps as may as 87% of the studets i ay give classroom are visual learers. These studets eed to see the learig: Memorizig formulas i math is ot eough for them. They eed to kow how the math works ad they eed to see it visually. May of our at-risk studets ca be moved to higher levels of uderstadig simply by addig visual tools to the learig. Both liguistic ad oliguistic tools are the keys to workig with these learers. Visual learers are those studets who: Have difficulty rememberig ames but may remember details about a perso Lear best whe there are visual tools to help explai the learig Would rather read a story tha have someoe tell it to them Orgaize thoughts by writig them dow Have difficulty rememberig directios that are told to them Facial expressios ofte give away their emotios Like puzzles As teachers, we ca help these studets to be more successful by usig visual models. Visual models are usually either liguistic (i.e., use words to commuicate the iformatio) or oliguistic (i.e., use structure, symbols ad fewer words to commuicate the iformatio). Form 1.1 is a example of a oliguistic orgaizer that helps studets to orgaize the iformatio i their otebooks.

5 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 5 Differetiatio ad the Brai 5 Form 1.1 Liguistic Orgaizer Mathematical Notes to Help Priciple Example Me Remember Copyright 2004 by Corwi Press, Ic. All rights reserved. Reprited from What Every Teacher Should Kow About Special Learers by Doa Walker Tilesto. Thousad Oaks, CA: Corwi Press, Reproductio authorized oly for the local school site that has purchased this book. Studets with learig problems are usually ot very well orgaized, yet they eed the structure to help them lear. For these studets, it is essetial that the classroom teacher set up structures to help these studets orgaize their work. The structure i Form 1.1 is set up for a math otebook so that studets ca keep up with the differet math cocepts ad formulas ad how they are used. For laguage arts, a similar chart might be icluded for vocabulary words or parts of speech. For sciece, how to read the periodic table might be put ito a graphic format. A example of a oliguistic orgaizer is provided i Figure 1.2. A oliguistic orgaizer relies o structure ad few words to help studets lear. The brai likes structure. As a matter of fact, the brai builds ew learig by attachig it to old learig or experieces. Whe we ca put iformatio ito a structure, we help all learers, but especially at-risk learers, to uderstad the iformatio. I studies coducted by Mid-cotiet Regioal Educatioal Laboratory ad writte by Marzao (1998), the effect size of usig graphic models to help learers was sigificat. This meas that studets workig at the 50th percetile rage who receive istructio that icludes visual

6 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 6 6 Special Learers Figure 1.2 Noliguistic Orgaizer Ralph Waldo Emerso "Nature" "The Rodora" Washigto Irvig Rip Va Wikle Hery David Thoreau Walde The Romatic Period Walt Whitma "Sog of Myself" "I Hear America Sigig" William Culle Bryat "To a Waterfowl!" Nathaiel Hawthore The Scarlet Letter graphic models ca make as much as 39 percetile poits progress whe the istructioal strategy is used properly. I other words, a studet at the 50th percetile rage ca be moved to the 89th percetile rage through the appropriate use of visual models. While this iformatio comes from studies with regular educatio studets, the studies coducted uder the auspices of the U.S. Departmet of Educatio (2002) coclude that practices that make a sigificat differece i the learig of regular educatio studets will probably make a sigificat differece for all studets. For studets with visual perceptio problems or poor experieces with the learig, visuals will oly be helpful if they are discussed i detail by the teacher or by others. Guether (1998) says that what we see is really ot a direct

7 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 7 Differetiatio ad the Brai 7 represetatio of reality but oe based o ifereces withi our brais based o past experiece ad perceptios. Give (2002) provides the followig example: Two studets may react quite differetly to a poster showig various brai lobes ad a aoucemet that the ext thematic sciece uit will focus o the ervous system. A studet with low readig skills ad limited success i sciece may perceive oly portios of the poster that accetuate his weakesses. He immediately believes that his skills are iadequate to the task, fails to see ay positive aspects of the project, ad respods with worry. By cotrast, aother studet, whose backgroud is richly edowed, may perceive abudat detail ad look forward to the experiece as a excitig ew learig opportuity. Auditory Learers. Auditory learers make up the smallest umber of the learers i the classroom. May vetera teachers are auditory learers ad were taught i classrooms that relied o lecture ad discussio for learig. Few of today s studets lear that way, which explais why may studets struggle i a classroom based solely o lecture for dissemiatig iformatio. It is ot uusual to fid i these classrooms that oly a small percetage of the studets are successful usually those studets who are auditory ad those studets that are good at adaptig to the mode of teachig beig used at ay time. Most at-risk studets are ot good at adaptig to the teachig style of the classroom. Studets who are auditory learers: Remember ames better tha faces Forget what is read uless it is discussed Would rather be i a group discussio about a topic tha to read about it Are easily distracted by souds Are good storytellers

8 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 8 8 Special Learers For these studets it is importat that they hear the learig. Iformatio does ot have meaig to them util they hear the words ad repeat them. Peer tutorig, discussios, ad oral lessos are good tools for these studets. Accordig to Give (2002), Childre with auditory processig deficit may have adequate hearig but have a great difficulty distiguishig the differeces betwee souds such as /b/, /d/, /g/, /p/, /t/, or /v/ ad /f/. This may be the result of frequet ear ifectios from birth to three years of age. Give says that these childre eed itervetio as soo as possible i phoemic awareess, before a sigle collective eural et becomes firmly etreched ad similar souds are perceived as oe. The child must be aware that fie discrimiatios are ecessary to grasp the appropriate meaig of laguage heard. She suggests usig preschool alphabet books ad playig I see somethig you do t see ad it begis with a B as ideas for helpig these studets make the discrimiatios i souds. Kiesthetic Learers. Kiesthetic learers are those studets who eed movemet ad tactile approaches to the learig. They lear best whe they ca touch the iformatio. Models ad maipulatives are good tools for these learers. May ADD ad ADHD studets come uder this classificatio. By providig opportuities for these studets to move ad to experiece the learig, the classroom teacher will assist these learers to uderstad the learig. Some characteristics of kiesthetic learers iclude the followig: They remember best what was doe, rather tha what is see or talked about. Whe faced with a problem, they will ofte choose the solutio that ivolves the greatest activity. They would rather participate i a evet tha to watch it. Their body laguage is a good idicator of their emotios.

9 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 9 Differetiatio ad the Brai 9 They like to build models. They like simulatios, drama, ad outdoor activities. They eed movemet or they may become a disciplie problem. Oce iformatio eters the brai through the seses, about 98% is discarded by the brai as ot relevat. There are, however, some thigs that we ca do as teachers to assist the brai to make good choices. PROCESSING INFORMATION O test day studets will ofte come ito the classroom ad say, Hurry, hurry ad give me the test before I forget the iformatio. Those studets do ot kow the material; they are merely sayig it over ad over (about every 15 secods) so that they ca hold it i workig memory log eough to write it o the test. Ask them the same questio ext week ad they will ot remember the iformatio. Oce iformatio eters the workig memory (sometimes called short-term memory), we have about 15 secods while the brai decides to process the iformatio or to discard it: About 98% is discarded. How, the, do we ever move iformatio ito log-term memory? The key to gettig iformatio ito log-term memory is rehearsal (see Figure 1.3). Rehearsal refers to what we do with the iformatio oce it has bee itroduced ito workig memory through the seses. Rehearsal performs two fuctios: it maitais iformatio i short-term memory ad it is the mechaism by which we trasfer iformatio to log-term memory. Both the amout of time devoted to the rehearsal ad the type of rehearsal are importat. Rehearsal may be rote or elaborate. Rote rehearsal is deliberate, cotiuous repetitio of material i the same form i which it etered short-term memory. Rote rehearsal is used whe the learer eeds to remember

10 01-TilestoVol08.qxd 9/13/03 11:52 AM Page Special Learers Figure 1.3 The Road From Iput to Discard Iformatio from the seses Workig memory 15 secods 99% 98% Discarded ad store iformatio exactly as it is etered ito workig memory. Examples of material leared by rote iclude math facts, spellig, ad state capitals. Elaborative rehearsal ivolves elaboratig o or itegratig iformatio, givig it some kid of sese or meaig. I elaborative rehearsal, the learer does somethig with the iformatio. Elaborative rehearsal is used whe it is ot ecessary to store iformatio exactly as leared, but whe it is more importat to associate the ew learigs with prior learigs to detect relatioships. Examples of material leared by elaborative rehearsal iclude problem solvig, vocabulary i cotext, ad readig comprehesio. Thik about your classroom: What do you have studets do with ew iformatio? We caot create meaig for our studets, but we ca facilitate the process through good istructioal practices. Most researchers agree that there are three basic ways that we make meaig:

11 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 11 Differetiatio ad the Brai 11 Through relevace Jese (1997) says, I order for learig to be cosidered relevat, it must relate to somethig the learer already kows. It must activate a learer s existig eural etworks. The more relevace, the greater the meaig. Through emotio Emotio is the strogest force for embeddig iformatio ito log-term memory; it has the power to shut dow our thikig or to stregthe a experiece so that we remember it for life. We add emotio to the learig through music (try addig souds of the times to lessos), celebratios of the learig, addig visuals ad simulatios, ad real-world applicatios. Through patters or coectios The brai is a seeker of coectios; it is costatly askig, What do I already kow about this subject that ca be coected? STORING AND RETRIEVING INFORMATION Although there is cotroversy over the umber of memory pathways that we have, most researchers agree that there are three primary memory pathways. Let s review them i terms of how to help studets to use them more effectively. Sematic Memory The sematic memory (also kow as taxo, declarative, categorical, or liguistic memory) is the system most ofte used i educatio. It is the area that stores words ad facts ad it is the least brai-compatible of the three memory systems. That is oe of the reasos our studets caot remember the learig. Spreger (1999) says, New iformatio eters the brai through the brai stem, goes to the thalamus, ad is the set to the hippocampus, which is the file cabiet for factual memories. If icomig sesory iformatio is factual, it will use the

12 01-TilestoVol08.qxd 9/13/03 11:52 AM Page Special Learers hippocampus to search its files for matchig iformatio. The brai will look for prior learig or experieces with which to coect the ew learig. It may take several tries for the brai to do this. Aythig that we ca do as teachers to facilitate this process will help our studets to make sese of the iformatio. We ca lead our studets to the coectios or, if there is ot prior learig, provide a coector for our studets. For example, for a lesso o the Romatic period, I may have studets who are ot familiar with the works of Emerso, Irvig, Thoreau, ad Whitma, but they are probably familiar with the idea of romace. I might start the uit by askig my studets to list for me the characteristics of romace. From that list, I might lead my studets to the uderstadig that i romace, we ted to have a preferece for emotio over reaso or logic. That, of course, is oe of the characteristics of the literature of the Romatic Period. Whe facts ad words are taught i isolatio without ay cotext or coectio, they are lost uless rehearsed, reviewed, or releared. Teachig Eglish laguage learers usig the sematic memory system is uproductive, because these studets lack the laguage to be able to make meaig of the learig. The same is true of studets from poverty, sice most of their learig outside of school ad prior to eterig school has bee cotextual ad has ivolved the sematic memory system i oly a very limited way. Jese (1998) says, The exact locatio of the sematic memory fuctio has ot bee pipoited, though we kow it operates out of the cerebral cortex. The brai is poorly desiged for rememberig prit ad text copy. Iformatio embedded i cotet is usually leared, or attempted to be leared, through rote tactics ad by followig list-like formats. Sematic memory is the type of list-orieted, sometimes rote, memory which requires rehearsal; it is resistat to

13 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 13 Differetiatio ad the Brai 13 chage, is isolated from cotext, has strict limits, lacks meaig ad is liked to extrisic motivatio. I other words, if studets are to lear facts ad words, they must have somethig with which to coect that iformatio, otherwise it is useless to the brai ad discarded. Some ideas that help studets to remember facts or words iclude memoics (e.g., Please Excuse My Dear Aut Sally for mathematical operatios), rhymes (e.g., the alphabet with a sog), peg words, or with similar cotet (e.g., Last week we leared X. This week we will add to that by learig... ). As Jese (1997) says, This type of learig is typified by seated classroom work ad homework, e.g., Study for Friday s test by readig Chapter Six. Sematic memory is related to chuks of iformatio. We ca oly hadle a few chuks at oe time. The umber of chuks of iformatio that we ca process at oe time is age depedet ad fixed (i.e., we caot chage the umber of chuks, although we ca chage how much we put ito a chuk). LeDoux (1996) says that adults those with a metal age of 15 ad up ca hold up to seve items i short term memory at oe time. Spreger (1999) says, Begiig at age three a child has oe memory space. Every other year this icreases by oe space util the capacity of seve is reached. The two spaces ca be either added or subtracted, depedig o iterest level ad prior kowledge. Form 1.2 shows the chuks by age. The more that we ca put iformatio ito maageable chuks or categories for our studets, the more iformatio they ca deal with at oe time. I ca teach 20 items to my studets at oe time if I ca fid a way to put that iformatio ito chuks. For example, istead of havig studets memorize a list of reasos for World War II, a teacher is more likely to help studets remember if the reasos are put ito categories, such as ecoomic reasos, legal reasos, ad social reasos. Radom lists of vocabulary are easier to lear if the iformatio is put ito categories. Prior to a lesso, provide a

14 01-TilestoVol08.qxd 9/13/03 11:52 AM Page Special Learers Form 1.2 Chukig Memory Space (+/ 2) Age Number of Chuks 15 adult Copyright 2004 by Corwi Press, Ic. All rights reserved. Reprited from What Every Teacher Should Kow About Special Learers by Doa Walker Tilesto. Thousad Oaks, CA: Corwi Press, Reproductio authorized oly for the local school site that has purchased this book. list of vocabulary ad possible categories for studets to determie the categories based o what they already kow about the vocabulary (see Form 1.3). Provide opportuities throughout the learig for studets to revise their list. Episodic Memory The episodic memory system (also kow as cotextual, loci, or spatial memory) is based o cotext ad locatio (i.e., where you were whe you leared the material or i what cotext you leared the iformatio). While this memory system is used i the early elemetary years, its use dimiishes each year as the studet moves through the educatio system, util it is rarely used i secodary school except i the arts or vocatioal classes. This memory system, located i the hippocampus, is highly brai-compatible ad ca be remembered for years (although details may become distorted uless they are reviewed from time to time). Spreger (1999) says, The

15 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 15 Differetiatio ad the Brai 15 Form 1.3 Teachig Studets to Develop Categories (i.e., Chuks ) Directios: Cut out the list of words below ad decide which are categories. Place the vocabulary words uder the appropriate categories. You may make your ow categories as well. Adrealie Automatic memory Frotal lobe Midbrai Neocortex Peptide Structure of the brai Memory pathways Stress chemicals Types of memory Sematic Cell membrae Procedural Cotextual Amygdala Copyright 2004 by Corwi Press, Ic. All rights reserved. Reprited from What Every Teacher Should Kow About Special Learers by Doa Walker Tilesto. Thousad Oaks, CA: Corwi Press, www. corwipress.com. Reproductio authorized oly for the local school site that has purchased this book. importat lik for this memory lae is that you are always somewhere whe you lear somethig so you ca easily associate the learig with the locatio. This is the memory pathway that stores iformatio taught from the bulleti board, the chalkboard, or a color-coded sheet of paper aythig that gives the iformatio cotext. Durig a test, you may see studets look at the covered-up bulleti board i a attempt to recall the iformatio that was there. If you ask a studet a questio for which they do ot kow the aswer, sometimes just sayig, Remember, it was o the blue vocabulary sheet ca help trigger this memory lae. We ted to do better o tests whe we take the test i the same room that we leared the iformatio. Thik about how we ofte coduct atioal or state tests by takig studets to the luchroom or some other geeral place. Try puttig the studets back ito the classrooms for stadardized tests. If your studets

16 01-TilestoVol08.qxd 9/13/03 11:52 AM Page Special Learers are typical of those i studies coducted by Jese (1998), your studets will do better o the test. Usig visuals ca help studets to use this memory system more effectively. Remember that at least 87% of learers eed visuals. It is this memory system that allows us to remember where we were whe sigificat evets i history took place, such as the death of Dr. Marti Luther Kig or Presidet Keedy, or the explosio of the space shuttle. The episodic memory is also why this geeratio will remember 50 years from ow where they were o September 11, Cotextual learig is essetial as we work with studets from poverty. These studets ofte lack the vocabulary skills to lear i the sematic system but have experiece i learig through story tellig, which is a part of the episodic memory system. Teachers who work with studets from poverty will do well to explore this memory system ad how to icorporate it ito the classroom. Sice studets today are ofte ot motivated itrisically, this is a good memory system, because it requires little itrisic motivatio to be activated. By combiig this memory system with the words ad facts eeded i the sematic memory system, teachers ca help studets ot oly to review iformatio but also to remember it. Fially, the episodic memory system has ulimited storage capacity. Where the sematic memory system is limited by chuks (7 10 for a adult), the episodic memory system requires little itrisic motivatio to remember ad ca remember large amouts of iformatio for years forever, if the iformatio is rehearsed periodically. Some examples of ways to use the episodic memory system iclude the followig: Post iformatio so that it is visually accessible to the learers who eed visuals to lear. For Eglish laguage learers, visuals are critical to their learig because they have limited sematic acquisitio strategies. Color-code uits, especially if there is a great deal of vocabulary ivolved.

17 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 17 Differetiatio ad the Brai 17 Use graphic (i.e., oliguistic) orgaizers to help studets see the learig ad teach studets to develop graphic orgaizers of their ow for learig. Chage the room arragemet prior to a ew uit. Doig so affects cotext ( Remember, we talked about that iformatio whe you were all seated facig the widows ). Use symbols ad/or costumes to help studets separate the learig. I use picture frames (what I call frames of referece ) whe studyig the Romatic Period i literature. Oe group of studets has a frame that says Emerso, aother a frame that says Hawthore, aother oe that says Whitma, ad so forth. Each group must talk about their author i terms of how he or she used the characteristics of the Romatic Period i his or her writig. The frame serves as a cotext for the learig. Procedural Memory The procedural memory (also called body, motor, or kiesthetic memory) is powerful memory system stored i the cerebellum. It seems to have ulimited capacity (as opposed to the sematic memory, which is limited by chuks), ad we ted to remember the iformatio stored there for years. Jese (1997) says, Procedural memory, also kow as motor memory, icludes that which happes whe oe, for example, lears to ride a bicycle, remembers the melody of a favorite sog (musical memory) ad recalls the fragrace of a flower (sesory memory). Spreger (1999) calls it muscle memory, because it has to do with what the body does ad remembers. It is strogly brai-compatible. Material leared this way is highly likely to be recalled; i fact, this method is the most commoly used for early childhood learig. A child s life is full of actios, which require him or her to stad, ride, sit, try out, eat, move, play, build, ad ru. The learig is the embedded i the body, ad therefore remembered.

18 01-TilestoVol08.qxd 9/13/03 11:52 AM Page Special Learers Studets from poverty have had may experieces learig this way. If they wat to kow somethig, they geerally lear by doig it. Addig movemet to the learig is a great way to reach these studets, as well as ADD ad ADHD studets. As a matter of fact, teachers tryig to work with studets from poverty or studets with ADD or ADHD by teachig through lecture (i.e., by accessig the sematic memory system) are settig themselves ad the studets up for failure. You ca add movemet to the lessos through the followig: 1. Role-playig 2. Drama 3. Choral readig 4. Projects 5. Hads-o activities 6. Maipulatives 7. Debates 8. Group activities Other Memory Systems Tilesto (2000) ad Spreger (2002) say you will fid two other memory systems listed. Some researchers, such as Jese (1998), say that although we first thought there were five memory systems, two of those systems are probably part of the origial three. The two memory systems sometimes metioed are the automatic ad emotioal memory systems. Automatic memory. Automatic memory is also foud i the cerebellum ad is sometimes called coditioed respose memory because the automaticity is a result of coditioig. Some examples of where this system is used iclude multiplicatio tables, the alphabet, ad decodig skills. The use of

19 01-TilestoVol08.qxd 9/13/03 11:52 AM Page 19 flashcards or sogs i order to lear facts are ways of puttig iformatio ito the automatic system. Researchers, such as Jese (1998), say that the automatic memory is really a part of the procedural memory system. Emotioal Memory. Spreger (2002) says, Differetiatio ad the Brai 19 This memory lae begis with the amygdala, the limbic structure that sifts through all icomig iformatio for emotioal cotet. The amygdala is very powerful ad ca take cotrol of the brai. For this reaso, attachig emotioal memories to learig ca make a tremedous differece i how material is remembered. The primary emotios are joy, fear, surprise, sadess, disgust, acceptace, aticipatio, ad ager. Usig these will help reiforce learig. Some researchers believe that emotio is ot a separate pathway but a factor that ca ehace or shut dow the other memory systems. The truth is that there are probably memory systems that have ot bee discovered as yet, but for ow the iformatio about these three (or five) systems is importat to helpig all studets to be successful.