Long-term memory is where knowledge, memories, and skills are held for a long time. Different kinds of knowledge are held in long-term memory, such as declarative knowledge, procedural knowledge, and conditional knowledge (Ormrod, 2011, 191).

Lower-level = cognitive process that involves learning or remembering specific information or skills in more or less the same form in which they were initially presented

·On page 198, Ormrod suggests that teachers pose questions for students to ask themselves while reading, which the teacher does at around 5:30 min.  She encourages the students to use metacognition by thinking about how they’re going to problem solve.

·By asking the students what the various aspects of the poem reminds them of, the teacher is encouraging “students to think about classroom subject matter in ways that will help them remember it” (Ormrod, 2011, p. 184).  When students raise their hands to give their connections, the teacher asks them to explain their reasoning.  For example, when it is brought up that the author of the poem could be Mexican, the teacher probes the students as to why theymake that assumption. Ormrod says that teachers should “ask students to explain their reasoning” (p. 184). 

·At 8-9:00 minutes, the teacher encourages students to collaborate to create meaning out of their questions, as suggested on page 184 of the Ormrod text.

There were quite a few words that the students were not familiar with in the poem, such as "familial."

Students will be put into groups of four. They will find five words with which they are unfamiliar.

Students will use the internet to define and find definitions of the words.

They will also find examples of the word used in text or video.

Students will create a Padlet board with their definitions, in the students' own words, as well as their online artifacts.