R2

Question: What are the important components in forming lasting associations in student’s minds?

Quote: “In working associations into your pupil’s minds, you must not rely on single cues, but multiply the cues as much as possible.  Couple the desired reaction with numerous constellations of antecedents,-don’t always ask the question, for example, in the same way; don’t use the same kind of data in numerical problems; vary your illustrations, etc., as much as you can” (James, 1899, p. 44). 

Connection: The above question addresses a concern of all educators who aim to form lasting impressions on their students that will provide them with information that will follow them into their future lives and careers.  William James’ chapter on forming associations provides important information about how teachers may best provide new content or knowledge to their students with the most optimal chance of producing lasting understanding.  Specifically, the passage provided above suggests that multiple modalities of instruction and assessment provide the best environment for lasting associations.  This passage related to my profession of school psychology by illustrating a point we use when deciding on accommodations and related services for students with disabilities.  For example, you rarely see a single accommodation listed to aid a student towards a certain goal on an Individualized Education Plan (IEP).  There is often a plethora of accommodations listed that include various modalities of service delivery, including cue cards, one-on-one instruction, group work, peer tutoring, the use of technological aids, computer time, etc.  These examples of accommodations to instruction ensure that James' point of “multiple cues” and “numerous constellations of antecedents” are available to potentially struggling learners.  His point, however, encompasses not only special education but all learners in general. 

Outside Connection: James’ assertion concerning the necessity of utilizing multiple methods in instruction to increase the likelihood of forming lasting impressions also resonates in the domain of general education teachers, an area that I am less familiar with.  Fortunately, my husband is a High School science teacher and I am able to discuss some of these matters with him.  In discussing the reading with him, I learned that while it is easier in some subjects than others, incorporating multiple modalities of instruction into daily lesson plans is a necessary and often enjoyable process of teaching.  For example, his science class includes frequent changes in the modality of providing instruction to include both variety and student input into the classroom environment.  This could include labs, incorporation of technology including video, demonstrations, different forms of assessment (e.g., in the form of papers, tests or quizzes, group work, and lab work), group work, peer reviews of work, etc.  From my husband’s experiences, these teaching methods encourage more student engagement and greater understanding of the content material.  Based on this information, it can be assumed that by increasing our effort in varying the modality of instruction, we create the best possible chance for students to have lasting associations surrounding the material.