Interventions for
Interventions for
Encoding into Short-Term Memory
Encoding into Short-Term Memory
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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 interventionsInterventions:
Model lessons, assignments, and instructions in small sequential steps
Provide good directions
- Secure student attention
- Provide 1 direction at a time
- Start with a verb
- Ask them to repeat it (call backs)
- Provide wait time
- Say what you have to say in the fewest words
- 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
- Point to…
- Thumbs Up/ Thumbs Down
- Stretching
- Gestures
- Partner activities (across the room, clock, seasonal, etc.)
The brain/mind is social. The person doing the talking is the person doing the learning.
- Table discussions
- Partnering
- Talk time
- 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
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