Working memory is one of the brain’s executive functions. It is the ability to hold new information in place so the brain can work with it briefly and connect it with other information.
It is like a temporary sticky note in the brain.
It’s a skill that lets us work with information without losing track of what we’re doing.
Educational Implications:
For example, in math class, working memory (WM) lets kids ”see” in their head the numbers the teacher is saying in their head. Of course, they might not remember any of these numbers by the next class or even 10 minutes later. But that is OK. WM has done its short-term job by helping them tackle the task at hand. The task is to practice the skill so they can store the concept within long-term memory.
It helps the brain organize new information for long-term storage.
When people have trouble with WM, the brain may store information in a jumbled way. Or it may not store it for the long term at all.
Teaching Strategies:
work on visualization skills,
reciprocal teaching (student becomes the teacher to repeat the instruction provided by the teacher),
active reading (highlighting, taking notes on sticky notes or in the margin, talking out loud, encourage asking questions),
chunking, graphic organizers,
multisensory, and
making connections.
Educational Supports:
Teach strategies like chunking.
To reduce the student’s cognitive load, the student will benefit from clear expectations, a familiar routine, an emphasis on quality of work over quantity of work, extra time to process information and complete assignments, and note-taking accommodations. Note-taking accommodations are not limited to sketch notes, skeleton/guided notes, and recorded lectures.
Provide short, simple directions using familiar language.
Provide one direction at a time and allow the student to process the information you have given before giving more details.
Include activities that require active engagement with materials.
Provide opportunities to review and practice skills learned.
Think-pair-share, peer note-taker, or study buddy to provide clarifying directions when the teacher is busy
Allow time to process information and practice frequently during instruction.
Ask the student to summarize lessons to check for understanding.
Create instructional routines that provide a review, rehearsal, and opportunities for summarization
Organize and scaffold (break into tasks) materials and assignments so that the student can work through assignments without feeling overloaded.
Require the student to connect the known with the new (prior knowledge, schema)