Strengthen Your Mind Program A Course for Memory Enhancement By Kristin Einberger and Janelle Sellick, M.S.

Excerpted from the Introduction of Strengthen Your Mind Program: A Course for Memory Enhancement by Kristin Einberger, and Janelle Sellick, M.S.

Copyright © 2009 by Health Professions Press. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the author.

Introduction
This book is divided into 12 classes, each of which is meant to be taught in one session. Some topics, however, could lend themselves to multiple sessions, if desired. We have chosen 11 general topics that we believe are of significant importance to memory enhancement.

The last class is a review of the previous 11 classes. The amount of time to devote to each part of a class is given in parentheses and totals 90 minutes. These are suggested times only and should be adapted to meet the needs of the group and the facilitator. In larger groups especially, the class could easily last for 2 hours, as discussions may well be more lengthy. For each class, leave plenty of time for discussion, as this, in and of itself, is such an important component of enhancing one's memory.

For each class, the following information is included:

• An overview of the topic for the facilitator
  
• Step-by-step facilitator instructions
  
• A class agenda
  
• A warm-up activity, quiz, practice activities, handouts, and homework for class participants.
  

How to Use the Book
The facilitator should carefully review the overview before teaching a class to better understand the topic as well as any significant research related to the topic. The facilitator may then use the information throughout the class. Included in the facilitator overview are the following step-by-step instructions that explain how to teach the class.

Step One (Welcome and Introduction). The tasks that need to be done before class begins are listed first. Make all necessary copies of handouts for participants and pass them out as instructed. All handouts are listed in italics in both the facilitator instructions and the class agenda. Welcome the participants each day and let them know what the focus of that day's class will be. One or more quotes are included for each class. Writing them on a board or flip chart and then discussing their significance is a great way to set the tone for the class.

Step Two (Warm-Up Activity). The warm-up activity actively engages the participants. After giving everyone ample time to complete the activity, review the answers. In many cases an answer sheet is included for the facilitator.

Step Three (Quiz). The quiz, or in some cases a survey or questionnaire, is for all participants to complete. After everyone has had the chance to finish, review and discuss the responses or results.

Step Four (Explanation and Discussion). This is the heart of the class, and it is important to be very familiar with the overview before beginning this step. A thorough explanation of the topic should be given, using a board or flip chart, if possible, to optimize discussion and learning. Class discussion is very important. Attempt to gain feedback from as many participants as possible.

Step Five (Practice Activities). At this stage, participants are able to practice what has been taught. Using new information immediately is one of the best ways to retain the information, and this step allows participants the opportunity to do just that. The activities in this step are also designed to be enjoyable and interactive. Some of the activities may best be done individually, but doing them in groups of varying sizes is usually more advantageous.

Step Six (Review and Closing). For this step, it is important to give a quick overview of the class topic. Be sure to give participants the opportunity to ask questions. Thank the group for coming to class. It is also helpful to announce the topic of the next class in order to generate interest and enthusiasm.

Step Seven (Homework). When passing out the homework, explain what should be done for each assignment and remind participants of the value of completing the work. At least one homework assignment relates to the topic of the class and can, therefore, continue to strengthen the learning that has taken place. In some cases an answer sheet is included for the facilitator that may be handed out at the time the homework assignment is given or at the beginning of the next class. If the answer sheet is given at the time homework is passed out, it might be a good idea to fold it in half and staple it to discourage participants from
checking the answers before they have completed the assignment. Remind participants that although completing the homework assignments individually is an excellent way to challenge their minds, for an added bonus they should try completing them with a friend or family member. Adding this social component makes for even broader mental stimulation (and is fun, too!).

Additional Information for Facilitators
The worksheets (warm-up activities, quizzes, practice activities, and homework assignments) are designed to be reproducible. We suggest making enough copies for each person in the group. You may also want to provide extra copies for people to take home with them so that they can work together on a topic with family members or friends. Make sure that participants are relaxed and focused on the topic before starting to work on an activity.

When reviewing the questions, encourage people in the group to share their answers. Avoid just “reading off” the answers; take time to let people share any thoughts, memories, or stories that arise. Make the group feel comfortable by encouraging them to share or by sharing a story of your own. You can also ask them how they liked the worksheet, if they found it easy or difficult.

We suggest that you use a map for any worksheet that involves geography. For those that involve food, taste tests would be fun. For those that involve music, try bringing in different types of music and instruments and try encouraging singing. Using a variety of visual and auditory aids can be beneficial in working with any of the activities.

At the end of the book is a listing of resources that students in our memory-enhancement classes have found most helpful. If you have suggestions to add to future editions, feel free to e-mail us at keinberger81@gmail.com.

Although we have attempted to cover in this book many of the most significant topics related to memory enhancement, there are always more to be explored. Suggest to students that they explore some of these topics on their own.

Also, at the time of publication we attempted to cover some of the latest research. In our fast-moving, ever-changing society, new discoveries and research are constantly announced. Facilitators may want to check the Internet for the most up-to-date information on any of the 11 topics prior to teaching each individual class.

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