Managing language processing & memory difficulties in the classroom

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Presentation transcript:

Managing language processing & memory difficulties in the classroom By Jo Cameron & Katie Ford

How does memory work?

How does memory work?

How does memory work?

How does memory work?

How does memory work? Encoding = receiving, processing and combining received information Storage = creating a permanent record of the encoded information Retrieval = recalling back the stored information when it is needed.

The importance of accessibility To effectively encode, store & retrieve we must: pay attention understand what we are learning

What is working memory?

What is working memory? The ability to hold information in our minds and mentally manipulate it over short periods of time. e.g. 43 x 3 = ? What everyday tasks rely on our working memory?

Everyday tasks requiring working memory … Remembering information while we try to find a pen to write it down. Following multiple directions. Remembering an unfamiliar name. Remembering instructions in a recipe book.

Short term memory capacity … Very limited! Approximately 7 items can be held for 20-30 seconds at a time! e.g. 8005840392 = too long If chunked, this might be doable! 800 584 0392

Tasks requiring working memory in the classroom … Remembering information whilst taking notes. Following instructions or directions. Remembering comments made by other students in discussion. Copying down information from the board. Delivering messages. Mental arithmetic.

Factors that influence our working memory function … Distraction (visual/auditory) Amount of information (overload effect) Complexity of information Demands of the task / multiple tasks

Other factors Age 10% of children have working memory difficulties Working memory ability increases steadily between 4-14 years Old age is associated with a decrease in working memory ability Individual capacity There is huge variation in ability between children of the same age Other factors, e.g. fatigue/stress.

TOO MUCH INFORMATION / COMPLEX INFORMATION

Please copy this sentence from the board … New information needs to be encoded and stored in order for you to be able to recall it.

Now copy this sentence from the board … In Czechoslovakia there is abundant paraphernalia about an ambidextrous schizophrenic entrepreneur who suffered from eczema, pneumonia and triskaidekaphobia.

How did that feel?

What can we all do to help students with these difficulties? Reduce language/memory load. Reduce distractions whenever possible. Use repetition repetition repetition. Be aware of individual capacity. Be aware of impact of stress/fatigue. Consider the demands of each activity. Avoid copious copying from the board. Remember that random information is harder than meaningful information. Remember the importance of a multi-sensory approach.

Other top tips … Ensure that white boards or post it notes are available so that students or support staff can use bullet pointing / key words etc. For students without support staff, consider seating more able and less able students together and asking more able learners to write key words / bullet points. Use visual materials whenever possible as memory aids and to make language content more accessible, e.g. pictures/objects/videos. Print or e-mail PowerPoints so that these are available for students to refer to during the lesson and later.

Thank you!