Case Book One

Remy Leus is teaching her students. She has decided that she needs to build their memorization skills, and will use a song to do that.

MS. LEUS: Okay class, today we are going to learn a new song. This is a song about memorizing things, which means making them stick in our brains so we can use them again. The song goes like this:

How do I learn? I see it, I think it. I see it, I think it
How do I learn? I hear it, I think it. I hear it, I think it.
How do I learn? I read it, I think it. I read it, I think it.
How do I learn? I say it, I think it. I say it, I think it.
How do I learn? I write it, I think it. I write it, I think it.
I see it. I hear it. I read it. I say it. I write it.
I think it. I think it. I think it. I learn.

S1: Boy, this is a long song, Ms. Leus.

MS. LEUS: It is not as long as some of the other songs we know. Let's break this one down and think about how our brains work. We all see. Right? So, we see it, we think it. You sing: I see it, I think it. Try it.

STUDENTS: I see it, I think it.

MS. LEUS: Good, now, I hear it, I think it.

STUDENTS: I hear it, I think it.

MS. LEUS: Good! I read it, I think it.

STUDENTS: I read it, I think it.

MS. LEUS: Excellent. I say it. I think it.

STUDENTS: I say it, I think it.

MS. LEUS: I write it. I think it.

STUDENTS: I write it, I think it.

MS. LEUS: Okay, now you have all the parts. Here is a copy of the song. I want each of you to write it down, as that will help you remember it. Then, we will start singing this each day. We have to build your memories.

Teacher Notes:

• Many teachers would not consider this memorization exercise as one of the better ways to learn material, or even to help develop memory. You should make sure that you know your learners and their interests before proceeding to make choices about how to best develop memory.