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Managing language processing & memory difficulties in the classroom
By Jo Cameron & Katie Ford
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How does memory work?
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How does memory work?
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How does memory work?
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How does memory work?
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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.
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The importance of accessibility
To effectively encode, store & retrieve we must: pay attention understand what we are learning
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What is working memory?
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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?
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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.
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Short term memory capacity …
Very limited! Approximately 7 items can be held for seconds at a time! e.g = too long If chunked, this might be doable!
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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.
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Factors that influence our working memory function …
Distraction (visual/auditory) Amount of information (overload effect) Complexity of information Demands of the task / multiple tasks
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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.
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TOO MUCH INFORMATION / COMPLEX INFORMATION
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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.
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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.
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How did that feel?
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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.
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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 PowerPoints so that these are available for students to refer to during the lesson and later.
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Thank you!
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