Interventions for

Encoding into Short-Term Memory

Before you start, a few important points:

Try multiple interventionsEach intervention should be tried for designated length of timeMore than 1 intervention may be implemented at the same timeCollect and track specific data on each intervention tried & its effectIf your data indicates no progress after the designated length of time, you may consider another intervention or look at a different root cause and different set of interventions

Interventions:

Model lessons, assignments, and instructions in small sequential steps

Provide good directions

1. Secure student attention
2. Provide 1 direction at a time
3. Start with a verb
4. Ask them to repeat it (call backs)
5. Provide wait time
6. Say what you have to say in the fewest words
7. Never use “I want you to or I need you to”

Start by telling students exactly what to focus on and why

Have students verbalize and draw images or use concrete techniques and materials

Learning is physiological

1. Point to…
2. Thumbs Up/ Thumbs Down
3. Stretching
4. Gestures
5. Partner activities (across the room, clock, seasonal, etc.)

The brain/mind is social. The person doing the talking is the person doing the learning.

1. Table discussions
2. Partnering
3. Talk time
4. Some students that don’t like talking to others, need time to talk to themselves internally such as reflection and writing time.

AFTER they’ve developed an understanding, you can use brain-friendly memory tools like mnemonics, songs, rhymes, and analogies

Teach students to highlight important information and make margin notes as they read

These interventions don't seem to match the student's needs, take me back to the root cause page.

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