Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-5-relating-information [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: MARGE Model for Learning - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified.md) › Relating Information # Relating Information CPD: MARGE Model for Learning (by Nimish Lad), topic 1.1.5 ## Relating Information It is important that students are able to relate new information to things they already know. ### The medial temportal lobe and memory ![The medial temportal lobe and memory](https://image-v2.cdn.app.senecalearning.com/2021-04/5bd02a8c-2446-421a-bdb8-37fbd398ef32/library-869061_1280.jpg) - The medial temportal lobe stores episodic memories. - Conceptual knowledge is the knowledge we are most often teaching students - In order to store conceptual knowledge we are required to use a process called memory consolidation. - This process involves relevant prior knowledge being activated before it is then related to the information being received. ### Finding meaning ![Finding meaning](https://image-v2.cdn.app.senecalearning.com/2018-07/f8c735b6-696f-4da0-bcfe-e2184ce6362c/school-children-learning.jpg) - This gives students meaning to what they are learning. - Efrat Furst stated ‘Meaning is generated when the new concept is associated with other concepts that the learner is already familiar with, in a way that makes sense to the learner. The learner can now understand the meaning of the new concept.' ## Three Key Takeaways There are three key takeaways from the MARGE Model that deal with relating new information to preexisting knowledge. ### The first key takeaway ![The first key takeaway](https://image-v2.cdn.app.senecalearning.com/2018-04/503412af-2463-45a4-a4ca-62d6d4c9d1c1/shutterstock_380086414.jpg) - The delivery of new concepts needs to allow our medial temporal lobe to relate new information to existing information. ### Long-term memory consolidation ![Long-term memory consolidation](https://image-v2.cdn.app.senecalearning.com/2018-08/9a76d1fd-635f-49a5-bd37-36d7c22782cf/brain-mri.jpg) - Imaging of the brain has shown that the prefrontal cortex and the medial temporal lobe are activated when we have to self-generate content. - Repeating this process repeats memory consolidation, leading to stronger links in long-term memory. - This also allows learners to make new links between areas of knowledge. ### Maze analogy ![Maze analogy](https://image-v2.cdn.app.senecalearning.com/2018-09/9eae1ca8-de2a-405e-9c72-951ae7e98148/maze.jpg) - The analogy of the maze is useful to consider here - Self-generation is analogous to the process of going through a maze time and time again, finding new ways through, new paths, and linking to other landmarks that may exist within it. ### The second key takeaway ![The second key takeaway](https://image-v2.cdn.app.senecalearning.com/2018-09/7778e2bb-8818-4752-8843-2c5cf571945d/worker-builder-.jpg) - Build-in opportunities for students to generate connections in the cerebral cortex, through repeated usage and reactivation of learned information. ### The third key takeaway ![The third key takeaway](https://image-v2.cdn.app.senecalearning.com/2018-09/53994713-67f3-41c4-8fe1-78f6318a89ea/spy-camera-photo-.jpg) - Without the prefrontal cortex focussing on the right stimulus and evaluating the knowledge we have gained, the process of learning becomes obsolete. ## Test yourself on Relating Information - What process stores conceptual knowledge? - When students find meaning in what they are learning, why is it easier for them to grasp a new concept? - How can learners make new links between areas of knowledge? - What analogy is best used to describe self-generation? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9ae088c4-cadf-47ae-abe6-20abf22f9050/section/d5978f7e-2ac7-4278-bdc5-bee0514813cf/session) - Previous topic: [1.1.4 Focus](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-4-focus.md) - Next topic: [1.2.1 MARGE](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-2-1-marge.md) ## CPD: MARGE Model for Learning (by Nimish Lad) contents ### 1 MARGE Model - 1.1 The Brain - [1.1.1 Introduction](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-1-introduction.md) - [1.1.2 Parts of the Brain & MARGE Conclusions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-2-parts-of-the-brain-and-marge-conclusions.md) - [1.1.3 Motivation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-3-motivation.md) - [1.1.4 Focus](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-4-focus.md) - [1.1.5 Relating Information](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-5-relating-information.md) - 1.2 The MARGE Model - [1.2.1 MARGE](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-2-1-marge.md) - [1.2.2 Applying MARGE](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-2-2-applying-marge.md) - 1.3 A Whole-Brain Model of Learning - [1.3.1 Introduction to the Whole-Brain Concept](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-1-introduction-to-the-whole-brain-concept.md) - [1.3.2 Questions for MARGE](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-2-questions-for-marge.md) - [1.3.3 MARGE & Knowledge Organisers](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-3-marge-and-knowledge-organisers.md) - [1.3.4 MARGE & SQ3R](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-4-marge-and-sq3r.md) - [1.3.5 MARGE & Cornell Note-Taking](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-5-marge-and-cornell-note-taking.md) - [1.3.6 MARGE & the Feynman Technique](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-6-marge-and-the-feynman-technique.md) - [1.3.7 Conclusions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-7-conclusions.md)