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Tag Archives: working memory
When Good Classroom Assignments Go Bad
Classroom assignments often sound like great ideas, until they crash into working memory limitations. Happily, we’ve got the strategies to solve this kind of problem. Continue reading
Obsessed with Working Memory: Resources
To complete our summer-long series exploring working memory, this post includes lots of handy resources to help you explore and discover more. Continue reading
Obsessed with Working Memory: SOLUTIONS!
Once we anticipate and recognize working memory problems in our classrooms, teachers have many (MANY) flexible strategies to solve those problems. Continue reading
Obsessed with Working Memory: Identifying Overload
Because working memory overload interferes with learning, teachers should be experts at spotting WM problems. Here’s how to do just that. Continue reading
Obsessed with Working Memory: Anticipating Overload
Once we can define working memory and understand its importance, teachers help students learn by ANTICIPATING working memory overload. Here’s how we do that. Continue reading
Obsessed with Working Memory, Part II
Working memory allows students to hold and combine information. (We call that “learning.”) What 3 essential facts about working memory should shape our approach to teaching? Continue reading
Obsessed With Working Memory: Part I
When I attended my first Learning and the Brain conference, I had never even heard of working memory. Now, I obsess over working memory. And, I think all classroom teachers should join me. Heck, I think everyone who cares about learning,
Decorating the Classroom: How Much Is Too Much?
Teachers decorate classrooms for many reasons — especially to make students feel at home. Recent research, however, suggests that too much decoration distracts students’ attention an interferes with their memory. When it comes to classroom decoration, there can indeed be too much of a good thing. Continue reading
Visual & Verbal: Welcome to “Dual Coding”
By “dual coding” — that is, by presenting information both verbally and visually — we can reduce our students working memory load. And: we can help them learn. Continue reading
STOP THE PRESSES (And Yet, Remain Calm)
In the world of science, if you see the right kind of evidence, you have to change your mind. As of this blog post, I might start changing my mind. Regular readers know that I frequently decry false claims about