{"id":6668133,"date":"2025-12-08T08:07:00","date_gmt":"2025-12-08T13:07:00","guid":{"rendered":"https:\/\/www.learningandthebrain.com\/blog\/?p=6668133"},"modified":"2025-11-30T08:03:25","modified_gmt":"2025-11-30T13:03:25","slug":"two-signs-youve-overloaded-working-memory-while-its-still-happening","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/two-signs-youve-overloaded-working-memory-while-its-still-happening\/","title":{"rendered":"Two Signs You’ve Overloaded Working Memory (While It’s Still Happening)"},"content":{"rendered":"\n

We know that working memory overload<\/strong> brings learning to a halt<\/a>. For that reason, teachers do almost everything we can to teach students within their working memory limits.<\/p>\n\n\n\n

We might ask ourselves pointed questions to anticipate<\/strong> WM overload before it happens: e.g., “does my lesson plan include too many instructions?”<\/p>\n\n\n\n

An equally vital task: we want to recognize<\/em><\/strong> WM overload while <\/strong>it happens<\/em>. If I can see that my lesson plan has exceeded WM max, then I can make helpful changes on the fly. In today\u2019s blog post, I’ve got two quick ways to do just that.<\/p>\n\n\n\n

The Big Tell<\/strong><\/h2>\n\n\n\n

Picture this scene. My English class begins with a scripted definition: <\/p>\n\n\n\n

\n

“Everyone, please write down the definition of the word gerund<\/em>. The definition has three parts:<\/p>\n\n\n\n

A gerund started life as a verb<\/strong>, is now being used as a noun<\/strong>, and ends in -ing<\/strong>.”<\/p>\n<\/blockquote>\n\n\n\n

Immediately Rory\u2019s hand goes up: \u201cI\u2019m so sorry Mr. Watson, I spaced out for a moment. Can you please repeat that?\u201d<\/p>\n\n\n\n

I do.<\/p>\n\n\n\n

Charlotte waves at me: \u201cWait, started life as a verb, or a noun?\u201d<\/p>\n\n\n\n

Me: \u201cStarted<\/em> life as a verb, is now<\/em> being used as a noun.\u201d<\/p>\n\n\n\n

Caleb jumps in: \u201cWhat are the exceptions to the \u2018-ing\u2019 part?\u201d<\/p>\n\n\n\n

No exceptions. Not a single one.<\/p>\n\n\n\n

Helen has something to say: \u201cI\u2019m still confused. It\u2019s a verb that ends in -ing? Don\u2019t all verbs end in -ing?\u201d<\/p>\n\n\n\n

\n\n\n\n

By this time, I should be getting the working-memory message. In essence, these students are all asking the same question: \u201cI didn\u2019t understand what you just said. Could you repeat it?\u201d<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Here\u2019s my observation: when my students ask me the same question several times in a row, I have almost certainly overloaded their working memory.<\/em> Now that I recognize WM overload while it\u2019s happening<\/em>, I can make a mid-course correction.<\/p>\n\n\n\n

The Big Tell, Take II<\/h2>\n\n\n\n

Let’s replay that scene, but this time take note of my own thoughts and feelings as I go. <\/p>\n\n\n\n

When I first present my definition, I’m feeling confident. This simple definition–it has only three parts!–captures the gerund’s key elements in a lively way. This section of class is off to an excellent start.<\/p>\n\n\n\n

When Rory asks me to repeat the definition, I’m surprised…but not surprised. High school sophomores aren’t famous for their attention span, especially during a grammar class. In any case, repeating the definition will probably help others in the class.<\/p>\n\n\n\n

Charlotte’s question knocks me off my stride. I just<\/em> answered her question. In fact, I answered it twice in a row<\/strong>. What’s going on here?<\/p>\n\n\n\n

Exceptions, Caleb? Who said anything about exceptions<\/strong>? If there were exceptions, I would have made that point in the definition. By now I’m straight-up frustrated. I offered such a simple definition, and class has already devolved into a muddle.<\/p>\n\n\n\n

By the time Helen opines that “all verbs end in -ing,” I can’t remember: why did I go into teaching? <\/p>\n\n\n\n

\n\n\n\n

Notice the working memory dynamics in this short exchange.<\/p>\n\n\n\n