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Mnemonics for the Middle Grades

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Title: Mnemonics for the Middle Grades
Language: English
Authors: Conderman, Greg
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2019 92(3):71-77.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mnemonics, Middle School Teachers, Middle School Students, Teaching Methods, Modeling (Psychology), Study Skills, Memory, Prompting, Active Learning, Cooperative Learning, Reflection, Student Evaluation
DOI: 10.1080/00098655.2019.1579695
ISSN: 0009-8655
Abstract: Mnemonics represent a diverse group of research-based instructional methods with wide application for middle school teachers and students. Teachers can model how to use mnemonics and infuse them in their instruction. Students can use mnemonics as a study skills memory prompt in any class. Due to their potential as a highly effective instructional and learning tool, this article provides information about mnemonics with instructional tips and examples for middle level teachers.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220024
Database: ERIC
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  Value: <anid>AN0137144154;clh01may.19;2019Jun26.03:02;v2.2.500</anid> <title id="AN0137144154-1">Mnemonics for the Middle Grades </title> <p>Mnemonics represent a diverse group of research-based instructional methods with wide application for middle school teachers and students. Teachers can model how to use mnemonics and infuse them in their instruction. Students can use mnemonics as a study skills memory prompt in any class. Due to their potential as a highly effective instructional and learning tool, this article provides information about mnemonics with instructional tips and examples for middle level teachers.</p> <p>Keywords: Achievement; instructional methods; mnemonics; academic performance</p> <p>In a middle school math class, students draw pictures to help them recall various geometric figures. In the same building down the hall, in social studies, students create a sentence to help them remember the main causes of the Civil War. In a different wing of the school, students in science class create words to prompt their memory to recall the five ways to recycle.</p> <p>What do these students have in common? All of these students are engaging with subject-matter content by developing mnemonics to support their recall of lists, steps, processes, or facts. Due to the wide use of mnemonics and its positive research outcomes, this article summarizes information about mnemonics, describes five types of popular mnemonics for middle level students, and offers instructional tips consistent with middle level philosophy.</p> <hd id="AN0137144154-2">What are mnemonics?</hd> <p>Mnemonics refer to a large group of specific methods for remembering information. Researchers have noted that mnemonics improve student memory by capitalizing on naturally occurring memory processes such as visual imagery and organization (Worthen and Hunt [<reflink idref="bib25" id="ref1">25</reflink>]).</p> <p>To that end, mnemonics include various organizational structures. For example, a mnemonic can be a word, letter, symbol, sentence, rhyme, catch phrase, acronym, picture, song, pattern, strategy, action, story, color, association, or a combination of these (Conderman [<reflink idref="bib8" id="ref2">8</reflink>]). Rhymes, songs, and physical actions are more suitable for younger children whereas words, sentences, stories, and mnemonic combinations are used more frequently with older students (Conderman [<reflink idref="bib8" id="ref3">8</reflink>]).</p> <hd id="AN0137144154-3">Reasons to consider mnemonics</hd> <p>Teachers and students should consider mnemonics for several reasons. First, as a method for recalling primarily factual information, mnemonics represent a research-based effective instructional method (Scruggs and Mastropieri [<reflink idref="bib24" id="ref4">24</reflink>]). Researchers have concluded that mnemonics can result in faster learning, better recall of target information, more information being learned, better comprehension, and longer-term maintenance of information learned (Manalo [<reflink idref="bib16" id="ref5">16</reflink>]). As a matter-of-fact, results of meta-analysis confirm that mnemonics instruction is a powerful intervention for improving academic outcomes for students (Friedt [<reflink idref="bib13" id="ref6">13</reflink>]).</p> <p>Second, on occasion, students may need to both understand and remember specific information for an upcoming test, quiz, or because the information is a big idea in the curriculum. As the demands of a middle level curriculum increase with each grade, middle level students are expected to retain more information, pass tests, and independently use effective learning strategies (Deshler and Schumaker [<reflink idref="bib12" id="ref7">12</reflink>]). Mnemonics represent one study skill tool that helps middle level students meet these increased academic demands because they provide a cueing structure to organize complex information. Researchers have concluded that students learn more efficiently when they become aware of the inherent organizational structure of new material, or when they impose an organizational structure on the material when no such structure initially exists (Dembo and Eaton [<reflink idref="bib11" id="ref8">11</reflink>]).</p> <p>Mnemonics do not replace an emphasis on higher level learning skills, but rather they serve as an important study skill middle level students can access on occasion and add to their skill-based repertoire (Conderman [<reflink idref="bib8" id="ref9">8</reflink>]); thus helping them become more independent learners. Successful middle level students need a large number of "tools" to make schoolwork easier (Dembo and Eaton [<reflink idref="bib11" id="ref10">11</reflink>]), and mnemonics is one of those tools.</p> <p>Finally, all teachers are encouraged to use effective instructional methods consistent with the Every Student Succeeds Act (Chenoweth [<reflink idref="bib5" id="ref11">5</reflink>]). Middle level teachers representing all disciplines can infuse mnemonics into their instruction to promote efficient student learning. The professional literature reveals numerous studies detailing effective outcomes by teaching mnemonics to middle level students in various general education classes (e.g., mathematics, science, language arts) as well as with students with disabilities (Scruggs and Mastropieri [<reflink idref="bib24" id="ref12">24</reflink>]). Therefore, mnemonics play an important role for both teachers and students.</p> <hd id="AN0137144154-4">Types of mnemonics</hd> <p>Researchers have noted various types of mnemonics. Based on their applicability for middle level grades, this section (and Table 1) summarizes five popular types of mnemonics with examples for middle school classrooms.</p> <p>Table 1. Five types of mnemonics with examples.</p> <p> <ephtml> <table><thead><tr><td>Information to Memorize</td><td>Mnemonic Type</td><td>Example</td></tr></thead><tbody valign="top"><tr><td>Steps for writing a short answer or essay Answer: Pay attention to the prompt; List the main ideas; Add supporting ideas; Number your ideas</td><td>Acronym</td><td>PLAN (De La Paz and Graham <xref ref-type="bibr" rid="bibr10">2002</xref>)</td></tr><tr><td>Elements of a story Answer: Character, Setting, Plot, Conflict, Theme</td><td>Acrostic</td><td>Cats sit pretty comfortably today</td></tr><tr><td>Five items United States imports Answer: Vehicles, furniture, precious metals (gems), plastics, optical apparatus</td><td>Story method</td><td>As I was placing some <italic>furniture</italic> in my <italic>vehicle</italic> during my move, I tripped on a <italic>plastic</italic> water bottle, and my necklace (<italic>gem)</italic> got caught on my eye glasses (<italic>optical apparatus).</italic></td></tr><tr><td>Important inventions in the 20th Century Answer: Antibiotic, Airplane, Radio, Computer</td><td>Snapshot</td><td>Students draw a picture of someone getting on an airplane while taking an antibiotic, listening to a radio, and carrying a computer</td></tr><tr><td>What is the meaning of the word parallel? Answer: Parallel means lines that go in the same direction, are the same distance from each other, and never meet</td><td>Keyword Pair of Nells for parallel</td><td>Interactive image: Two women, named Nell (identified with the word Nell on each of their sweaters) standing on parallel lines</td></tr></tbody></table> </ephtml> </p> <p></p> <ulist> <item> Acronym: An acronym is a word. Students develop an acronym by taking the first letter of each item in the list of items they need to memorize. Students need to know if items in their list can be rearranged or if a specific order is required. Because every word (acronym) needs to include a vowel, students cannot create an acronym unless at least one word in the list begins with a vowel. For example, when reviewing the main parts of a paragraph (introduction, body, conclusion), order is important. The letters I, B, C do not make a word; therefore an acronym will not work as a mnemonic. In these situations, teachers can encourage students to choose a different type of mnemonic, such as those described next. In contrast, when learning interesting ways to capture a reader's attention, students could develop the acronym PADS to remember: pun, anecdote, definition, and setting. These are four ways to "hook" readers and gain their attention, so they will continue reading the passage.</item> <p></p> <item> Acrostic: An acrostic is a sentence. Students take the first letter of each item in the list, think of a word that begins with that letter, and put the words together in a complete sentence. For example, to remember the three branches of our government, students could create the acrostic: Leroy enjoys jogging for remembering legislative, executive, and judicial. As with acronyms, students need to know if order is important as they memorize information and create their sentence. As much as possible, students should not add additional words to their sentence that do not have an accompanying item to be memorized because they may forget which word (and its associated letter) is the extra component.</item> <p></p> <item> The story method: This mnemonic is a story. Students organize items that they need to memorize and incorporate them in an original story. Teachers should indicate if order is essential. Students can write, draw, or tell their story to others as a way of rehearsing items in their list. For example, to remember these four inventions by Thomas Edison, students could develop this story: I was in my grandparent's attic when the electric light went off. I walked over to phonograph to see if it was working. I was startled by a talking doll which caused me to almost trip over the telegraph. The story helps students recall these four inventions.</item> <p></p> <item> The snapshot method: This mnemonic is a picture. Students draw (or find pictures of) items in their list and incorporate all of the items in one picture. Students can use notecards (paper or electronic) to make their pictures. They write the question on the front of the card (e.g., What are the five pillars of Islam?) and the corresponding picture (someone sharing their faith, another person praying, someone giving money to the poor, someone fasting, and someone traveling to Mecca) on the back of the card. Students can then use their card like a flashcard as a study preparation tool.</item> <p></p> <item> The keyword method: Students often use this method to remember vocabulary words and their definitions. This method uses visual imagery (a picture) and an acoustical representation (a word referred to as the "keyword" that sounds like the vocabulary word) (Mastropieri and Scruggs [<reflink idref="bib17" id="ref13">17</reflink>]). When using the keyword method, students complete these steps:</item> <p></p> <item> Think about the vocabulary term (e.g., isosceles—which refers to a type of a triangle that has two sides of the same length and two angles of the same size);</item> <p></p> <item> Think of another word or phrase (referred to as the keyword) that sounds like the vocabulary word and is something they can draw (e.g., I saw some trees);</item> <p></p> <item> Draw a picture of the keyword and the vocabulary word interacting. For this example, the student could draw an outline of several trees that are in the shape of an isosceles triangle. This interactive image is the mnemonic. When students want to recall the meaning of the vocabulary word, they ask themselves: What was the vocabulary word? (Isosceles) What was the keyword or phrase? (I saw some trees) What was the interactive image? (A group of trees in the shape of a triangle that had two equal sides and two equal angles). This helps them conclude that we drew trees in that shape because isosceles means that special kind of a triangle!</item> </ulist> <hd id="AN0137144154-5">Connections to middle level philosophy</hd> <p>As middle level teachers consider teaching and infusing mnemonic instruction into the curriculum, they can consider ways to ensure their instruction is developmentally appropriate and consistent with tenets of middle level theory. Here are some ideas to connect mnemonics with developmentally appropriate middle school instructional practices:</p> <p></p> <ulist> <item> Active learning: Brown and Canniff ([<reflink idref="bib3" id="ref14">3</reflink>]) reminded readers that middle level students need to be active participants of their own learning. Collins and O'Brien ([<reflink idref="bib6" id="ref15">6</reflink>]) emphasized that active learning refers to attaining knowledge by participating or contributing, by gathering information, thinking, and problem-solving. Therefore, after some initial instruction in mnemonics, students can develop their own mnemonics, share their creations with others (via class presentations, posters, learning videos, or electronic postings), act out their mnemonic for others to guess, and/or teach their mnemonic to others in the class or to younger students. Further, as partners, students can share their mnemonic, quiz each other using the paper or electronic mnemonic on their flashcard, and share additional memory strategies for an upcoming assessment.</item> <p></p> <item> Cooperative learning: Young adolescents are peer-oriented. Therefore, having middle level students work collaboratively is an important component of instruction that parallels the middle school concept (Nesin [<reflink idref="bib19" id="ref16">19</reflink>]). As a cooperative learning activity, small groups of students can be given a learning challenge (e.g., "As you read about the steps of photosynthesis, develop a way you can remember these steps. If possible, develop another way"). Teachers can assign students within the group different roles such as the reader, summarizer, illustrator, and presenter, which are changed throughout the grading period. In short, small group activities that allow middle level students to work with each other as they learn content are engaging to young adolescents (Nesin [<reflink idref="bib19" id="ref17">19</reflink>]). Developing mnemonics can be one learning component of these cooperative learning activities.</item> <p></p> <item> Teaming: Grade-level teacher teaming is a critical component of middle school design. Typically, a small core of teachers share instruction for all students within a particular grade. Students move from teacher to teacher with the same group of peers throughout the school day (Beane, Doda, and Springer [<reflink idref="bib2" id="ref18">2</reflink>]). This design allows grade-level teachers to decide collaboratively which type of mnemonics they will introduce to students at certain points in the year. This coordination can lead to greater instructional clarity for students as they learn how to use efficient study skills across many subjects. Teachers can help students make connections (e.g., "Remember the mnemonic you developed in science to remember how tectonic plates are formed? Today, you will develop the same type of mnemonic to remember facts about our solar system"). Teachers can also remind students of opportunities to use their mnemonic (e.g., "As you engage in peer-editing, this would be a good time to remember the mnemonic to help you remember the steps to follow"). Grade level teacher teaming facilitates more purposeful and coordinated application of study skills, such as mnemonics.</item> <p></p> <item> Student reflection: Middle level students benefit from frequent opportunities to reflect upon their goals, progress toward their goals, and learning preferences. Such reflections can be part of a portfolio that students share during student-led conferences. Portfolios have been found to be especially effective for young adolescents in middle school classrooms (Robertson and Valentine [<reflink idref="bib21" id="ref19">21</reflink>]). Students can describe their use of mnemonics as part of their reflection regarding how they prepare for exams, remember information, retrieve that information, and which types of mnemonics were most effective in their learning. Similarly, after an assessment, teachers can lead a whole-class discussion regarding ways that students prepared for the exam by having students share successful (and less successful) approaches. In these ways, students learn more about themselves as learners, which is an important meta-cognitive skill (Davis [<reflink idref="bib9" id="ref20">9</reflink>]).</item> <p></p> <item> Varied and ongoing assessments: (National Middle School Association [<reflink idref="bib18" id="ref21">18</reflink>]). Middle level students should experience frequent and various types of assessments as measures to check their understanding of knowledge, skills, and concepts. Teachers can informally assess student understanding of mnemonics through bell-ringers, exit slips, short homework assignments, and one-minute papers. Further, researchers have identified several alternatives to traditional forms of assessment such as projects, exhibitions, journals, demonstrations, observations, graphic organizers, videos, and multimedia formats (Carrier [<reflink idref="bib4" id="ref22">4</reflink>]) which lend themselves well for students to use for explaining and documenting their approach to organizing and learning new information.</item> </ulist> <p>In addition to these tips, Figure 1 provides additional ways to consider mnemonics as part of the middle level classroom. Rather than being just a quick memory trick, students should view mnemonics as part of a bigger investigation of how people learn.</p> <p>Graph: Figure 1. Additional teaching suggestions.</p> <hd id="AN0137144154-6">Instructional tips</hd> <p>Researchers (i.e., Reid and Lienemann [<reflink idref="bib20" id="ref23">20</reflink>]; Sabornie and deBettencourt [<reflink idref="bib22" id="ref24">22</reflink>]) have recommended several instructional steps to support students as they learn about mnemonics. The goal is for students to be able to create their own mnemonic as a study tool. These steps help students gradually take more responsibility for developing their own mnemonics.</p> <p></p> <ulist> <item> Teach the content, process, skill, or procedure. This is the first step because students must understand the content or concept before they learn the mnemonic. Mnemonics provide a memory or organizational cue rather than an understanding of content. For example, students need to understand the process and rules of proofreading their written work before they memorize COPS, which stands for capitalization, overall appearance, punctuation, and spelling (Schumaker, Nolan, and Deshler [<reflink idref="bib23" id="ref25">23</reflink>]). The acronym COPS serves as a memory aid for students when they are engaged in peer or self-editing, but it does not teach editing skills.</item> <p></p> <item> Determine the steps or list of items you would like students to memorize. To avoid taxing students' memory, keep the list to include no more than seven items (Conderman, Hedin and Bresnahan [<reflink idref="bib7" id="ref26">7</reflink>]). As you develop the steps or items in the list, remember to indicate if order is important or if students can change the order as you (and they) create a mnemonic.</item> <p></p> <item> Tell students what they need to memorize. Be explicit in informing students about what information they need to memorize (e.g., "You will need to understand but also remember the six steps of the scientific method in order") and how and when they will be held accountable for the information (i.e., "You will need to write these six steps in order on Friday's quiz"). Be selective in choosing what content students need to memorize to avoid overemphasizing the importance of learning only facts.</item> <p></p> <item> Present the mnemonic. Model how to use the mnemonic (e.g., "Listen as I share how to remember the steps of editing my paper. The word COPS will help me remember the four steps to take when editing. When I edit, I check for capitalization, then overall appearance, then punctuation, and then spelling. The letters C, O, P, and S will help me remember the editing steps"). Some teachers check off each step on a cue card as they demonstrate the process for students. This makes the process explicit for students.</item> <p></p> <item> Gradually introduce other types of mnemonics over the course of the school year. If possible, teach students about acronyms first because they include the fewest number of steps for students to complete. As you introduce other types of mnemonics, help students match the correct type of mnemonic to items in the list. For example, can students create a word? If so, developing an acronym should be the first choice. If not, can they develop a sentence? An acrostic is often a second choice. Some words are difficult to draw because they represent an abstract concept. If this is the case, students should avoid visual methods such as the keyword or snapshot methods. These two methods are an appropriate choice when students need to remember familiar or concrete material, or when they have a learning preference for pictures or visuals (Mastropieri and Scruggs [<reflink idref="bib17" id="ref27">17</reflink>]). Clearly, middle level teachers need to help students understand when and under what circumstances they should apply a particular instructional strategy (Grimes [<reflink idref="bib14" id="ref28">14</reflink>]), such as a particular type of mnemonic.</item> <p></p> <item> Practice, practice, practice! Students need practice with each new type of mnemonic before they are able to develop their own. Prior to a test or quiz, students can quiz themselves though self-questioning, work with a partner or small group by quizzing each other, or have family members quiz them on the mnemonic and what it represents. Middle level students appreciate practice time. They have reported that retrieval practice makes them less nervous for exams and reduces their test anxiety (Agarwal et al. [<reflink idref="bib1" id="ref29">1</reflink>]). With sufficient practice and teacher guidance, students will become skilled at developing their own mnemonics. This is important because often student-generated mnemonics are more meaningful than teacher-developed ones. Also, students often enjoy adding music, motions, or visuals to their mnemonic to make it more meaningful and personalized (Knott and Thaut [<reflink idref="bib15" id="ref30">15</reflink>]).</item> </ulist> <hd id="AN0137144154-7">Concluding thoughts</hd> <p>Mnemonics represent a variety of approaches for remembering information. Researchers have established that mnemonics are an effective tool for middle level teachers and students. Middle level teachers can model how to use mnemonics and infuse their use into their instruction. With sufficient practice with various types of mnemonics, students can develop their own personalized mnemonics to help them remember information for an upcoming test or quiz. Therefore, mnemonics are an important tool for middle level students to add to their repertoire of effective study skills that they can use in any subject area and in any grade.</p> <ref id="AN0137144154-8"> <title> References </title> <blist> <bibl id="bib1" idref="ref29" type="bt">1</bibl> <bibtext> Agarwal, P., L. D'Antonio, H. Roediger, K. McDermott, and M. McDaniel. 2014. Classroom-based programs of retrieval practice reduce Middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition. 3 (3): 131 – 139. doi: 10.1016/j.jarmac.2014.07.002.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref18" type="bt">2</bibl> <bibtext> Beane, J. A., N. Doda, and M. Springer. 2014. What every middle school teacher should know. Portsmouth, NH : Heinemann.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref14" type="bt">3</bibl> <bibtext> Brown, D. F., and M. Canniff. 2007. 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New York, NY : Taylor & Francis.</bibtext> </blist> </ref> <aug> <p>By Greg Conderman</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib25" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib24" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib16" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib11" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib19" firstref="ref16"></nolink> <nolink nlid="nl9" bibid="bib21" firstref="ref19"></nolink> <nolink nlid="nl10" bibid="bib18" firstref="ref21"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref23"></nolink> <nolink nlid="nl12" bibid="bib22" firstref="ref24"></nolink> <nolink nlid="nl13" bibid="bib23" firstref="ref25"></nolink> <nolink nlid="nl14" bibid="bib14" firstref="ref28"></nolink> <nolink nlid="nl15" bibid="bib15" firstref="ref30"></nolink>
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Items – Name: Title
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  Group: Ti
  Data: Mnemonics for the Middle Grades
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– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Conderman%2C+Greg%22">Conderman, Greg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Clearing+House%3A+A+Journal+of+Educational+Strategies%2C+Issues+and+Ideas%22"><i>Clearing House: A Journal of Educational Strategies, Issues and Ideas</i></searchLink>. 2019 92(3):71-77.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
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  Data: 7
– Name: DatePubCY
  Label: Publication Date
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  Data: 2019
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Mnemonics%22">Mnemonics</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Skills%22">Study Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
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  Data: 10.1080/00098655.2019.1579695
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  Label: ISSN
  Group: ISSN
  Data: 0009-8655
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mnemonics represent a diverse group of research-based instructional methods with wide application for middle school teachers and students. Teachers can model how to use mnemonics and infuse them in their instruction. Students can use mnemonics as a study skills memory prompt in any class. Due to their potential as a highly effective instructional and learning tool, this article provides information about mnemonics with instructional tips and examples for middle level teachers.
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  Data: 2019
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  Data: EJ1220024
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