Tag Archives: working memory

Working Memory Cheat Sheet

I write a lot about working memory on this blog. If you’d like a quick overview of its characteristics and development, here’s a handy link.



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We Need a Bigger Boat

Because working memory is so important for learning, and because human working memory capacity isn’t as large as we wish it were, we would LOVE to be able to increase it. If we could make working memory bigger, then all



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Lighten the Load

You’d like an 8 page summary of Cognitive Load Theory, written in plain English for teachers? You’d like three pages of pertinent sources? Click here for a handy report from the Centre for Education Statistics and Evaluation. (That’s not a



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Cell Phones in the Classroom: Expected (and Unexpected) Effects

Quick! Where’s your cell phone? Now that I’ve got your attention: what effect does the location of your cell phone have on your attention? Researchers have recently found some predictable answers to that question–as well as some rather surprising ones.



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Helping Students Study Well: The Missing Plank in the Bridge?

Ok: you’ve taught your students a particular topic, and you’ve provided them with lots of ways to review and practice for the upcoming test. But, will they do so? How can you ensure that they prepare most effectively? Patricia Chen’s research



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Lightening the Cognitive Load

How should we manage working memory limitations in the classroom? Furtheredogogy has a handy post about Cognitive Load Theory, which is basically a fancy way of saying “taking care of our students’ working memory capacity.” Notice, btw, that the author



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Don’t Take the Bait

Some days I wonder if I have linked to too many articles debunking claims about “brain training games.” Invariably, as soon as this thought crosses my mind, I hear another advertisement for Lumosity, and I realize that I haven’t linked to



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A Working Memory Intervention That “Really Works.” Really?

L&tB bloggers frequently write about working memory — and with good reason. This cognitive capacity, which allows students to reorganize and combine pieces information into some new conceptual structure, is vital to all academic learning. And: we don’t have very much



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Skepticism Improves Innovation

Greg Ashman is enthusiastic about research, and yet skeptical about innovation. Ashman’s argument resonates with me in large measure because it helps explain the power of Mind, Brain, Education as an approach to teaching. Of course, MBE does offer its own



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Classroom Note Taking: A Solution to the Technology Conundrum?

[Editor’s note: this guest blogger piece is by Cindy Gadziala, Chairperson of Theology at Fontbonne Academy in Milton, MA.] I am a veteran teacher, and yet sometimes I feel overwhelmed by all that I am supposed to be doing in



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