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Cognition and Learning|Memory

Tools and tips

What is Memory

Although there are various competing theories a broad understanding is that we have a working memory function that works with units of information in the here and now, a short term memory that hold information for longer periods of time and a long term memory that holds encodes it and links it to existing and new information that has been already stored. If we imagine memory like series of nodes (memories) that are connected, then research has demonstrated, the more connections that go to a particular node the more likely it is to be remembered. Therefore if we can specifically teach connections new information to prior information that is already known and other general facts then it is more likely that we will remember the new piece of information.

Working Memory

Some students struggle to hold on to more than one or two items in their working memory (WM) they may also have difficulties manipulating information. Key techniques to support students with these difficulties are to let them use paper to write down any calculation or plan out learning steps. Have checklists and routines that students can refer to. Research has shown it is quite often the first and last bits of information that are remembered and the bits in the middle that get lost, think about this when listing instructions. Students often have related literacy difficulties as it is difficult for them to hold on to multi-part words or sentences to be able to make sense of it. Simply reading his out for them or giving them additional time can make a difference, but a check on understanding would be helpful.

I forgot to write it in my planner...

Students with memory difficulties need you to very proactive with them in regards to writing reminders -they need to be told to get their planner out, they may need help on what to write, they need you to see they have written it down- where writing is poor or slow use stickers or help them write in what they need, this can also help parents to support heir child.

Visual and Auditory Memory

Auditory

The pathways in which sensory information reach us can sometimes be a source of difficulty when things go wrong with memory. Some students who have hearing difficulties or have had ear infections when they were younger can often present with auditory memory difficulties that are seen in difficulties picking up phonics, speech and language perceptions. These student often need verbal information repeating or do not respond straight away when asked to something. They may complete one or two things that have been asked but forget the rest. Sometimes students can become distracted by background noises or become overloaded in noisy environments and seem confused.

Visual

Similarly Students with visual impairments that can even go undetected can often struggle with processing visual information that can result in difficulties reading fluently, processing visual information at speed. Often these students struggle with copying from the board, can become overloaded when information is very 'busy'. Sometimes students will struggle to draw graphs and tables and may struggle with geometry but are able in other areas of maths. It is important to establish these types of difficulties in order that you can put in place the right support in the classroom. Pass on any worries to the SENCO for further investigation.

This is why it is important to teach to both channels in terms of both visual and auditory information.

Overload Explosion

Not only can the effort of trying to work with lots of information be tiring but it can also cause students to be demotivated quite quickly, students can often use work avoidance strategies as they do not understand that they just can not keep all of the information they are being asked to in their heads at once. This is why we often talk about chunking up topics and instructions. Another useful technique is to provide students with checklists and short time related targets e.g. (you need to complete x I will be back in 5 minutes to check.)

A picture paints a thousand words

Our brains have an evolutionary preference for pictorial information we did not develop writing systems until way after our brains have evolved. Therefore if you support anything you want to be remembered with a picture it is far more likely to be remembered. A picture can also hold multiple bits of information that a student might find hard to remember if they were presented sequentially in written form.

Repeat Repeat Repeat

When working with students with WM difficulties I often think of the memory as someone writing something in a light pencil, sometimes you have to go over the words a few times to see the words. It is amazing the difference between asking a student to repeat the question in their heads three times can do for understanding I have found this particularly true in maths.

The Forgetting Curve

'Spiral Learning' is a well established learning technique that looks at regularly repeating learning with a small increase in complexity each time a topic is revisited. The 'forgetting curve' offers a useful explanation of why it is important to revisit information often, it looks at retention for new information being about two weeks if it is not revisited, students with learning difficulties could have a far steeper curve of often only a few days. Homework is a useful way of reviewing knowledge as well as starters and plenaries.

Effects of Stress on Memory

One of the first things to go when we are stressed is our ability to recall information from our long-term memory- stress responses are telling us that we need to act now to deal with a situation and we have no time for thinking. Stress responses are a physical bodily response system that is not very well adapted to dealing with exam pressure or classroom stresses. IF a student seems able to recall information under usual classroom circumstances but struggles in class then you should consider whether stress is having an effect on long-term recall or thinking process, and think about exam concessions that can be made to support.

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