Strategy Scenario Strategy Mnemonics Loci Content Speech Title Speaking Your Mind Time Required 50 minutes Target Audience middle school high school college undergraduates Goal of Activity to provide students with a strategy to remember the contents of a persuasive speech without the use of note cards Purpose of Script to demonstrate that by using the method of loci students can organize and remember their major propositions and minor propositions using a place that is familiar to them Learning Outcome s Gagne s Taxonomy Verbal Knowledge Learning Outcome s HEO Taxonomy memorization of concepts preference for a cognitive strategy Learner Characteristics students of any level of aptitude middle school and above Entry Skills students will have already composed a persuasive essay arguing for or against an assigned topic They should already be familiar with the basic aspects of argumentation including propositions and evidence The breadth and depth of their understanding is contingent on their grade level and relative academic maturity Setting classroom Media podium Process 1 The instructor returns a graded persuasive essay with feedback particular to the strength of their arguments and evidence 2 The instructor then announces that the students will be asked to present a five minute speech based on their compositions without using notes 3 Then the instructor introduces the method of loci and models how it works using a previous student s paper 4 Students are then asked to think of a familiar place preferably their home 5 Next they are asked to form a mental picture of that place and then to select a room that is most familiar to them probably their bedroom 6 Students are then asked to image an object in that room and think of their thesis statement 7 The instructor then tells the students to image another object in another room and to think of their first minor proposition in association with that room 8 The instructor repeats the process telling the students to envision another room and associate each subsequent minor proposition with it until they have associated all their main ideas minor propositions with a specific room 9 Now the instructor tells the students to practice moving from one room to the next while associating each minor proposition 10 Once this has been accomplished the instructor asks the students to return to the room of their thesis statement Now the instructor asks the students to think of various objects in that room and associate each one with some point they will want to make in their introductory remarks 11 Finally the instructor asks the students to move to the other rooms and associate objects of each room with the minor proposition already associated with that room 12 Students are given ten minutes in class to practice and ask questions 13 Students begin in the next class to present their speeches without using note cards Strategy Assessment Instructor observes students presenting their speeches while assessing how well they remember their main ideas and evidence Author Barry R Nowlin References West C Farmer J Wolff P 1991 Instructional Design Implications from Cognitive Science Englewood Cliffs NJ Prentice Hall the day I almost drowned Sally and I fall in love first date to drive in jetties at Gulf Shores snorkeling and spearfishing Dad s Chevy first accident car ocean had to work to pay for repairs blue got a job at the gas station cheese the night the station was robbed smile taking pictures working in camera store first place in photo contest
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