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All students use the same cognitive learning processes, and all students have varied abilities. Instructional supports need to be designed around these processes. The success of these processes working together is critical for effective working memory.
Input (Accessing the content)
Our brains are constantly processing a variety of information input.
Visual input processing can affect how we process text, images, charts, graphs, and other visual information. Students may have problems recognizing text, shapes, and typography.
Auditory processing can affect phonemic awareness, distinguishing subtle differences in sounds. Students may have problems distinguishing figure and background sounds.
Tactile processing can provide additional information that can help students understand some types of information.
Integration (Interacting with the content)
Understanding concepts often means understanding relationships between chunks of information. This can include sequencing, timelines, or putting abstract concepts together to infer meaning.
Sometimes, visualizing a process can help. Graphics provide a way to "externalize" a concept. Consider what these diagrams represent.
Output (Demonstrating understanding)
There are two basic types of core communication situations: spontaneous language and demand language. Many students are fine with spontaneous language because they say what they are thinking. But demand language requires that they recall information (memory) and then organize it (integration) in a way that can be expressed.
Visualizations, graphic organizers, outlines, cue cards, posters, images, graphics, journals, presentation guides, time, and demonstration options are all supports that can be used to help students demonstrate understanding on demand.
Working Memory
Working memory refers to the ability to take in information and use it while taking in more information. It is being able to work with information coming in (the input processing) and at the same time using that information (the integration processing) to solve problems, complete assignments, etc.
If there are problems with access and integration, there will be problems with working memory.
Universal Design for Learning
Universal Design for Learning
Universal Design for Learning (UDL) is a research-based framework to guide the design of flexible learning environments that serve all students. Ultimately, the goal of UDL is to support learner responsibility, the capacity to actively participate in setting learning goals, problem-solving, and progress monitoring.
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