Mémoire : des astuces pour apprendre vite et bien - La Maison des maternelles #LMDM

We have a champion of the world on this set this morning, champion of the world in memory. Vice-champion with the team. No, but in our hearts, Sébastien, you are not only champion of the world, but champion of the world and this for years to come. Champion of France, so vice-champion, okay. So in memory, and you wrote this book, The Champions of Memory, the extraordinary method to teach children and teenagers to remember everything in the first parallel editions. So first of all, get yourself this emergency book. Can really any student learn fast and well? I'll tell you, for me the most annoying thing is poetry. There are parents who love to do poetry. You, you like it. No, but no. No, I don't. So, in fact, everyone can learn. After all, speed is not necessarily a goal. First, you have to understand how it works. As a human being, there are three keys to be able to memorize any type of information. It's one, we need to be attentive. Two, we need to associate. And three, to train and repeat. Yes, that's it. So it's the association, in fact, the heart of... And in fact, it's three points. So, attention, just two very operational tips. First, sleep, the base. So young parents, they know that... It's more complicated. That's why we have more memory than all young parents. Among other things. And two, it's also the fact of fractioning your working time. Not necessarily doing two-hour, 20-minute sessions, that can be enough. And alternating small breaks. And then, for training, there are lots of interesting topics. Temporality, working a little every day. And above all, not re-reading your class. It's better to test yourself and then re-read. It's quite counter-intuitive. Yes, yes. Ah, that's really interesting. So we read a first time. Rather than re-reading a second time, we already test ourselves on what we have memorized. We had the class in class. What did you memorize? Sometimes it only lasts 15 seconds, nothing. But at least the reading will be much more focused. Interesting. So that's a failure, for example, if you say, Oh, I didn't remember anything. On the contrary. In fact, it's a moment that is not easy to accept. But it's better to have it now than on the day of the eval. OK. So your thing is associations of ideas. Explain to us. Yes. In fact, the heart, often the great oblivion, is the ability to make links, associations. And in fact, you have to answer the question, What does this make me think of? If we take the example of Greek and Roman gods. So here, for example, Jupiter and Zeus. So Zeus in Greek mode and Jupiter in Roman mode. What do we think of when we think of Zeus? We can think of a lot of things. Not very logical. At the height of power. At war. A lightning bolt. So we can have rational references when we are adults. Because we've already heard it. But children don't necessarily have these logical links. So they're going to go more easily on phonetic loopholes. Zeus, eggs. Yes, okay. Memo-technical means. In fact, the two work either in a very rational way or in a very crazy way. That's it. And it depends on our level of culture. And the same goes for Jupiter. Jupiter, a child. A planet. A planet or a skirt. Yes, that's it. Jupiter. And then we just imagine our story. An egg with skirts. And that's very important to read in schools. My Latin teacher gave us that. I remember she did it in Latin classes. But I've always remembered that. Memo-technical means. That is, all of a sudden, I can't remember a word for a show. It makes me think of that. Indeed, it works very well. So, concretely, how do we memorize a list? For example, children often have the list of O's. We don't know whether to put an X or an S. So, how do we do it? One of the methods, there are always several ways, but one of the most popular methods, which is 2,500 years old, is the method of the palimental. So we use a room. So, for example, here, we're going to take the staircase, which is behind. And we're going to put the first association. So the first one is that I'm going to get there. A cabbage. Okay. Everyone has already had a cabbage. But we decide that the staircase is going to be the X association. So, there's a kid like that going down, going up the stairs. We come up with a story. We're eight years old. Then, number two, we're going to take jewels. Okay. We're going to put it on the carpet. Okay. In a child, imagine that there are lots of jewels. So, diamonds. I mean, imagine what you want as a jewel. So, they need to have a mental image. In fact, the more sensory it is. The mental image is multisensory. The more five senses we have, the more brain air we activate, and the better the learning and retention. Okay. Then, if we continue. Then, we're going to imagine on the work plan over there. So, in number three, jewels. So, imagine lots of jewels on your work plan. Then, on the cooking, we're going to imagine a knee. So, I don't know, we're going to cook a pork knee. No, but it happened to us to be on our knees on this work plan. Often. Yes. Pebbles, we're going to put them in with the fruits. We eat pebbles. Okay. It's not very good. We're going to take a little picture there at random. The vote there. Oh, I was cute. And with a owl. Okay. Imagine an owl on your head. Not bad, not bad. A pet. My hair is well braided, yes. And then, hens. So, we're going to put them on the table. Imagine lots of hens on the table. Yes, we could have imagined hens in the hair. It would have been logical. Yes, but it's better if it's not too logical. Not too logical. And so, then, if we do it again. Then, we do it again. There are the cabbages that go down. The cabbages that go down. The jewels that are there. We're on our knees on the cooking plate. Just before, there are the jewels. The jewels, yes. And then, we have the owl on my head. And the hens here. And the hens. There's another one over there. In the fruits. What do we eat in the fruits? Ah, pebbles, of course. Pebbles, yes. So, there are the lists. That's a really great idea. So, we can accompany our children as parents. And on top of that, it's fun. So, it's really cool. For the maps and for the diagrams. For example, they often have maps where they have to place countries, cities, rivers. Last time, it was mountains. It was hell. How do we do it? So, already, when there is a board, let's say a diagram, and there are a lot of legends, the first step is to break it up. It's to make parts. If there are 15, 20, we're not going to learn everything at once. It's scary. That's it. So, we take small pieces. And here, I have two methods. We can put them in parallel. One, I call it the clouds. So, it's the principle of the boot of Italy. We see the shape of the information and we say, well, what does it make me think of? So, if we take Croatia, in general, we see a crocodile. A crocodile, the mouth. So, that's a good thing, because in addition, Croatia, crocodile. Not bad, not bad. So, let's say it's a stroke of luck. Easy. We're going to take another one. So, in Europe, in the northeast, Estonia. So, here, Estonia, it's a little more delicate. What is it? It's a guy who has a pointed nose, who shouts. Look, it's the cry. We can have that. Munch. I have a guy who spits. But with the islands that are in front. Oh yes, he's on the other side, your mouth. But again, it's very personal. Everyone will invent the association that suits him. I don't see anything. You don't see anything? The little... Well, you're going to find yourself. You just have to... Where you don't see anything, it's Estonia. It's amazing. Then you have to play with Estonia too. Estonia, amazing. When he spits, it's still amazing on the set. Yes, that's it. So, that's the first way, the clouds. And the second is to make a route. So, we take a point. For example, we can make coastal countries. So, we go to the southeast. For example, Greece. So, the Greek gods. So, once irresponsible. Benjamin the Greek. Benjamin, of course. And then he meets Bulgaria. He's making bubbles. Yes, of course. Then Romania. He makes these bubbles. These bubbles turn into wheels that move forward. And these wheels, I imagine, then it's Hungary. If we continue the itinerary. Someone who shouts. We shout. Not bad, not bad. Who shouts on the wheels. What are you doing there? We invent everything we can. That's what's great. It's very fun. Yes, that's it. That's what I was going to say. It's fun, once again. Well, that's great. Your book is for students, but also for parents. Yes, especially for parents. And play with your children. The idea is that I put a lot of examples, that are pre-school, like multiplication tables, regular verbs. But things that are more laid-back and fun to do as a family. To really have fun with these mnemonic tools at home. It's great. And for teachers too, it's not bad. Good tool. Because you have to say it and say it again. Methodology is what stays alive. I work a lot with teachers. And I love this audience. Because they are very brave. They immediately practice with their class. And it's really great in terms of impact on people. Thank you, Sébastien. It was exciting. And above all, you helped the parents. Believe me, this morning.