Understanding Working Memory in the Classroom
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How does working memory influence classroom learning and behaviour?
Working memory is essential for learning, but it involves complex brain interactions that influence capacity, storage, and control, which has direct classroom implications for teachers.
In this new research (Tardiff & Curtis, 2024) on Short-Term and Working Memory, the authors delve into the limits of memory capacity, the intricate neural pathways, and the control of working memory. They highlight working memory oand its distributed nature across multiple brain regions.
Working memory is one of the most important higher-order, cognitive abilities, allowing us to hold information that is no longer present “in mind” in preparation for future action. The research summarises three key aspects of working memory:
- Its capacity limits,
- The neural basis of working memory storage, and
- The control of working memory contents.
What is interesting is understanding the cognitive and neural distinctions between storage and control, as well as the field of working memory research from a focus on the prefrontal cortex.
What is working memory?
Working memory is the cognitive process that allows students to hold and manipulate information in their minds over short periods.
Working memory involves complex interactions across different brain regions, such as the prefrontal cortex and sensory areas, to manage storage, organisation, and retrieval information.
It also requires control processes, such as filtering distractions and prioritising relevant information. In short, working memory helps students link prior knowledge to current tasks and future actions.
Why is it important for teachers to know?
Understanding working memory is crucial because it directly impacts how students process and retain information.
Studies show that students with stronger working memory tend to perform better academically, particularly in tasks that require multi-step problem-solving or following instructions.
Teachers who recognise working memory limitations can adjust their teaching to reduce cognitive overload and help students maintain focus, ultimately improving engagement and outcomes. With advances in neuroscience, there’s a growing understanding of how different brain regions contribute to working memory, offering insights into how teaching methods can be adapted for better results.
How can teachers help students?
- Teachers can support working memory by breaking down complex tasks into smaller steps
- Use visual aids to reinforce precise instructions
- Provide regular opportunities for retrieval practice.
- Reduce classroom distractions and offering clear, concise instructions also help.
Teachers should focus on developing students’ ability to organise and prioritise information, helping them to make connections across subjects and contexts. Practical techniques include using low-stakes quizzes.
CPD questions for teachers
- How do teachers adapt tasks to account for the limits of working memory?
- Are teachers aware of the cognitive load imposed by their instructions?
- How can teachers create more structured and distraction-free environments in the classroom?
- Do teachers use retrieval practice strategies, such as low-stakes quizzes, regularly?
- How do teachers help students organise and prioritise information?
- How do teachers incorporate dual coding to aid memory?
- How can teachers better support students with weaker working memory?
- How do teachers ensure that instructions are clear and broken down into manageable steps?
- How do teachers measure improvements in working memory through classroom activities?
- What CPD opportunities can help teachers learn more about cognitive science and working memory?
The research concludes:
Rather than being subserved by any one brain area, working memory is made possible by complex interactions across many parts of the brain …
