1. Working Memory & Pupil Performance Dr Richard Skelton Child & Educational Psychologist

2. Engagement Teaching Children’s Intelligence (learning capacity)

3. How Do We Learn? What Makes One Child Learn Quicker Than Others? Why do we teach a 10 yr old differently to a 5 yr old?

5. Knowledge and Skills

6. Intelligence

7. Working Memory Intelligence Logic Abstract Thought Learning Planning Problem Solving Logic Abstract Thought Learning Planning Problem Solving

8. Engagement Teaching Children’s Intelligence (learning capacity)

9. STM WMImpact What we can do Summary & Discussion Short-Term Memory = Storage Capacity (seconds)

10. Short-Term Memory = Storage Capacity (seconds) 2 9 1 Assessment: Digit Span (forwards) STM WMImpact What we can do Summary & Discussion 1 9 7

11. STM WM Impact What we can do Summary & Discussion = Processing Capacity

12. Assessment: Digit Span (backwards) STM WM Impact What we can do Summary & Discussion 1 9 7 7 9 1 = Processing Capacity

13. Predicts national curriculum outcomes STMWM Impact What we can do Summary & Discussion Reading Writing Maths Spelling

14. STMWM Impact What we can do Summary & Discussion Attention & Concentration (ADHD) Emotional Well-being

15. 10-15% of school aged children experience significant Working Memory difficulties STMWM Impact What we can do Summary & Discussion

16. Working Memory = Learning Capacity STMWM Impact What we can do Summary & Discussion 5 yrs 12 8 yrs 123 10 yrs 1234 16 yrs 12345

17. Engagement Teaching Children’s Intelligence (learning capacity)

18. Helping Those With Working Memory Difficulties STMWMImpact What we can do Summary & Discussion Assess & Understand

19. STMWMImpact What we can do Summary & Discussion Assess: Tests Working Memory Test Battery Automated Working Memory Assessment (AWMA) IQ TESTS: WISC; BAS; DAS Digit Span Forwards: 1 7 9 - 1 7 9 Backwards: 2 6 3 - 3 6 2

20. STMWMImpact What we can do Summary & Discussion Assess: Questions 1. Struggles to remember and follow spoken instructions (e.g. will often remember the first or last instruction given) 2. Asks the same questions over and over again (i.e. quickly forgets the answer) 3. When you ask them to get something, they forget what they have gone for 4. Blurts things out (e.g. struggles to keep in mind a thought) 5. Has trouble remembering things 6. Forgetful in daily activities 7. Has trouble with tasks that have more than one step 8. Finds mental calculations difficult for their age (e.g. addition, multiplication) 9. Often forgets what they are doing or what to do next on an activity 10. Has difficulty making choices or decisions 11. Struggles with problem solving that requires holding information in mind 12. Has difficulty thinking of different ways to solve a problem with schoolwork, friends etc. 13. Answers a previous question when the teacher has asked a new one 14. Has good ideas, but cannot write them down

21. STMWMImpact What we can do Summary & Discussion Accommodate Reducing ‘Cognitive Overload’ Processing Time - 3 Second Rule Breaking Down Tasks - Chunking Visual Supports - Task Boards Repeating Instructions / Recording Device STM

22. Engagement Teaching Children’s Intelligence (learning capacity)

23. Working Memory? Can We Improve Children’s Working Memory? STMWMImpact What we can do Summary & Discussion

24. Effective Training Activities that stretch children’s WM capacity Repeated & Intensive Practice Daily, 10-15 minutes; 6+ weeks Training Programmes: Cogmed: www.pearsonclinical.co.uk/Cogmed Jungle Memory: www.junglememory.com STMWMImpact What we can do Summary & Discussion

25. STMWMImpact What we can do Summary & Discussion MeeMo: www.risingstars-uk.com/series/meemo

26. STMWMImpact What we can do Summary & Discussion

27. STMWMImpact What we can do Summary & Discussion MeeMo: www.risingstars-uk.com/series/meemo

28. Summary & Questions Engagement Teaching Children’s Intelligence (learning capacity)