Inclusive Learning CPD Putting The Memory To Work

Inclusive Learning CPD
Summer 2015
Putting the Memory to Work!
Practical strategies to identify children’s difficulties with working memory, strengthen the use of
their working memory capacity, and make learning more accessible for them
Zena Martin
Supporting materials can be found at: www.inclusivelearningnorth.co.uk/memory-1408
www.inclusivelearningnorth.co.uk 1
PART 1
To identify children’s difficulties with working memory and understand how this affects them as
learners
“How do you spell ‘balloons’, Miss?”
What is memory?
(Dunning, 2015)
MEMORY TYPE MEMORY FOR DURATION EXAMPLE
Procedural Learned skills Lifetime Riding a bike

memory
Semantic memory Facts, knowledge Lifetime Capital cities
Autobiographical Facts about own life Lifetime Wedding day

memory
Episodic memory Particular Up to a few days Where you parked
experiences your car
Working memory Information in the A few seconds Following
short term instructions
Visual WM
Source: Baddeley, A. (2003) ‘Working memory and language: an overview’, Journal of

Communication Disorders, 36(3):189-203.
• Uses pupils’ learning strengths
Strategies • Best for mainstream class
that make teaching
learning • Enables access to the learning
easier • Compensating for memory
deficits
Strategies • Best for more individualised

that develop learning
pupils’ • Skills development
weaker areas • Strengthening memory
Part 2
To know some effective strategies for strengthening children’s short-term working
memory
Visual Memory Exercises
•Use an alphabet arc to support children,
if needed.
•Begin with a small number of letters.
The aim is for the pupil to be successful
in this on 5 occasions.
•Show the pupil the sequence of letters
(they must be in alphabetical order to
reinforce this principle).
•Pupil reads the sequence out loud, then
finds the letters in the arc, then says
their names in the correct order.
•What skills are pupils developing for

literacy?
Auditory Memory Exercises
• Pupil closes eyes.
• Teacher says letters with a one second pause between each.
• Pupil repeats the letters back.
• Can the pupil find the letters from an alphabet arc, saying the
names in the correct order?
• Begin with a small number of letters. The aim is for the pupil to be
successful in this on 5 occasions.
• Discuss strategies that would help the pupil, e.g. chunking, syllables
and rhythm, remembering the middle letter.
Strategies to aid efficient use of working
memory
Semantic Visualising
Chunking Rehearsal
links in context
Repeating a Looking for semantic
958201 sequence aloud connections, e.g. Chris Metcalfe
several times ‘table’ and ‘chair’
Pace should
encourage speed and
95-82-01 momentum of
repetitions, without
interruption
Strategies to aid efficient use of working
memory
Using
Roman
Mnemonic body
Room
midline When remembering three
Using the first letter of Attaching items to be items, place them to the
each word to be remembered to a familiar left, mid-line and to the
remembered routine, e.g. getting up right of the child to aid
sequential memory
“I got out of my enormous

To remember ‘ball’, ball-shaped bed, washed
‘sunglasses’, ‘apple’, and dried myself with my
‘towel’; remember: towel, ate an apple for
breakfast from the
‘b-a-t-s’ sunglass-shaped fruit
bowl.”
Auditory Memory Games
DISCUSSION QUESTIONS
1. Which of the seven strategies outlined
would you discuss with children as being
helpful to this activity?
2. How would you make the activity easier
or harder for children, to adapt to their
level?
Visual memory for objects
INSTRUCTIONS
This activity may be used for simple recall of
objects and to teach specific memory cues. The
items may all be linked to animals or insects, but
you should encourage the child to offer their own
visual images.
STRATEGIES
• Visualisation through object similarity: e.g.
lace = snake, spotty dice = Dalmatian dog
• Phonological similarity: e.g. pen = penguin,
car = cat (initial letter)
• Word meaning: e.g. trunk = elephant
• Semantic links: e.g. bee = honey, cheese =
mouse, wool = sheep, banana = monkey
• Shape/ pattern: star = starfish, stripy shirt =
zebra
TAKE A BREAK!
15 MINUTES
TAKE A BREAK!
15 MINUTES
TAKE A BREAK!
15 MINUTES
• Uses pupils’ learning strengths
Strategies • Best for mainstream class
that make teaching
learning • Enables access to the learning
easier • Compensating for memory
deficits
Strategies • Best for more individualised

that develop learning
pupils’ • Skills development
weaker areas • Strengthening memory
PART 3
To be able to make learning more accessible for children with poor working memories
English Japanese Say Do
one ichi itchy Scratch your
two ni knee Knee
three san Sun Point to sky
four shi she Point to girl
five go go Walk
six roku rock Rock 'n' Roll
seven shichi shi-chi Double Sneeze
eight hachi hat-chi Put on hat
nine kyu coo Coo like a dove
ten ju ju Chew (or don Jewish
cap)
Count to 10 in Japanese
The power of multi-sensory experiences! How would you increase the multi-sensory experience?
Presentation
of speech
Making Learning in the Classroom

Easier QFT for Presentation
Lesson
structure working of
instructions
What do you think teachers need to do in their
Quality First Teaching to reduce overload of working
memory
memory?
Classroom
environment
Presentation of speech
• Speak slowly, allowing processing time
• Support your speech with visual aids;
interactive whiteboards are perfect for
this, but also use gesture, pictures, objects
whilst you are talking
• Always say the child’s name before asking
questions or giving instructions; this cues
them in
• Plan and prepare your spoken
explanations, rather than a chronology of
what you will do in the lesson; repeat your
explanation at least twice before
rephrasing it
• Use language and vocabulary that is at the
child’s level
Presentation of instructions
• Be aware that some linguistic concepts put 1. Roll your red dice, write down the
greater demand on auditory memory. E.g. number
“Before you colour in your picture, I want 2. Roll your blue dice, write down the
you to do question 2.” It is better to say, number
“First do question 2. Then colour in your 3. Add the numbers together, write the
picture” answer down:
• Ask children to verbally rehearse 6+5=11
instructions and repeat them back to you
• Ensure that visuospatial and auditory
elements support one another in the
delivery of instructions; modeling and
demonstration are useful tools here
• Chunk instructions into “First, next, last
…”; use the body midline strategy to
reinforce this; show the chunking on IWB
Classroom environment
• Ensure there is a culture in your classroom
where children have tools, strategies and
confidence to ask for repetition of an
instruction or explanation
• Reduce background noise as much as possible,
seating children with poor auditory memories
nearer to the teacher
• Reduce visual overload by ensuring display is
clear, minimalist and shows just the
information it needs to, e.g. key current,
relevant vocabulary etc.
• Use large print on boards; get rid of irrelevant
information
• Minimise anxiety; maximise confidence
• Clear visual timetabling that is used correctly
Lesson structure
• Review the previous lesson before moving on, both
visually and orally
• Display key information and vocabulary at the
beginning of the lesson; read and explain/ discuss
this
• Give an overview of the lesson at the start, in
appropriate language for the child
• Emphasise key points and repeat more than once,
both visually and orally; use mini-plenaries and re-
groups
• Attention span is ±2 years from a child’s age; make
sure activities change accordingly, using mini-
plenaries, for example, to break up a longer task
• Make plenaries the strongest part of the lesson to
capitalise on the primacy and recency effect of
working memory; plan your plenary before planning
the rest of the lesson
Other resources and strategies to assist
children’s working memory in the classroom
Talking Tins Instructions Mat Working Mats Procedure aids
• Combining visual and

auditory instruction at
a simple level
• Record a procedure
Next… (e.g. column addition)
digitally, that a child
can play back as often
as necessary on tablet
• Try Maths Watch
• Procedure key-rings
for different subjects
“Most children who struggle to attain in the core skills do not have a difficulty with literacy or
numeracy; they have a difficulty with working memory.”
PLENARY
DISCUSS YOUR RESPONSE
Amy - Standardised Assessment
140
120
Amy – SEND or not?
Year 5
100
Reading – level 3c 99
Writing – level 2a
80 87 86 87
Maths – level 3c 84
79
Amy has some reported
difficulties with relationships 71
with peers, falling out with 60
them quite frequently. Her
version of events often does
not correlate with others. 40
She struggles to follow
instructions and begin tasks
independently. Amy has 20
made average progress since
KS1.
0
WORD READING SPELLING MATHS VERBAL NON-VERBAL AUDITORY
READING COMPREHENSION REASONING REASONING WORKING
MEMORY
NMO 49W
Spot the minor errors!
EVALUATION
Thank you for your feedback! Look

forward to seeing you again!
Please return your name badge!
Email:
zena@inclusivelearningnorth.co.uk
steve@inclusivelearningnorth.co.uk
bookings@inclusivelearningnorth.co.uk
enquiries@inclusivelearningnorth.co.uk
Tel: 01204 811409
Book now for future Inclusion Forums

References
Alloway, T. (2012). Can interactive working memory training improve learning?. Journal of Interactive Learning Research, 23(3), 197-207. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Baddeley, A. (2003) ‘Working memory and language: an overview’, Journal of Communication Disorders, 36(3):189-203.
Centre for Working Memory and Learning. FAQ about Working Memory. University of York. [Accessed 2nd April 2015].
Combley, M. (Ed). (2001) The Hickey Multi-sensory Language Course. 3rd edition. Tyrrell Burgess.
Dunning, D. L., & Holmes, J. (2014). Does working memory training promote the use of strategies on untrained working memory tasks? Memory & Cognition, 42(6), 854–862. doi:10.3758/s13421-014-0410-5
Dunning, D. &. W. A., 2015. Always Learning: Cogmed Coach Training UK. s.l.:Pearson.
Education Endowment Foundation (EEF) (2015) Teaching and Learning Toolkit. http://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/ [Accessed 2nd April 2015].
Gathercole, S.E. & Packiam-Alloway, T. (2007) Understanding Working Memory: a Classroom Guide. http://www.york.ac.uk/res/wml/Classroom%20guide.pdf [Accessed 21st February 2015].
Henry, L. (2012) The Development of Working Memory in Children. Sage Publications.
Hickey, K. (1977) Dyslexia: a Language Training Course for Teachers and Learners. Kathleen Hickey Publications.
Hill, M. & Hill, K. (2008, reprinted 2014) Auditory Memory Skills. LDA.
Hill, M. & Hill, K. (2008, reprinted 2014) Visual Memory Skills. LDA.
Kane, M.J., Conway, A.R.A., Hambrick, D.Z. & Engle, R.W. (2007) ‘Variation in Working Memory Capacity as Variation in Executive Attention and Control’ In: Conway, A.R.A., Jarrold, C. Kane, M.J., Miyake, A. &
Tocci, A. (2014) The impact strategy instruction has on children with working memory deficits and reading disabilities. Australian Association for Research in Education. http://www.aare.edu.au/publications-database.php/9328/the-
impact-strategy-instruction-has-on-children-with-working-memory-deficits-and-reading-disabilitie [Accessed 2nd April 2015].
Towse, J.N. (eds.) Variation in Working Memory. Oxford University Press. pp. 21-48.
Kelly, K. & Phillips, S. (2011) Teaching Literacy to Learners with Dyslexia: a Multi-sensory Approach. Sage Publications.
Packiam Alloway, T., Bibile, V. & Lau, G. ‘Computerized working memory training: Can it lead to gains in cognitive skills in students?’ In: Computers in Human Behavior, Volume 29, Issue 3, May 2013, Pages 632-638.
Packiam Alloway, T. (2015) http://tracyalloway.com/training/ [Accessed 23rd February 2015].
WEBSITES
Cogmed demo: http://mycogmed.com/
Cogmed Home Page: http://www.pearsonclinical.co.uk/Cogmed/Cogmed-Working-Memory-Training.aspx?tab=1
Research around adaptive memory training programs: http://www.pearsonclinical.co.uk/Cogmed/Cogmed-Working-Memory-Training.aspx?tab=7
Working Memory Checklist for informal assessment: http://www.cogmed.com/working-memory-checklist
Meemo: http://www.risingstars-uk.com/series/memo
Memory Fix: http://www.specialdirect.com/shops/sd/Products/PD3029753/Memory-Fix/
Visual and auditory memory skills books from LDA: http://www.ldalearning.com/showpage.aspx?id=children-with-dyscalculia-resources
Talking Tins: www.talkingproducts.com

www.mathswatch.co.uk

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MEMORY TYPE MEMORY FOR DURATION EXAMPLE

Procedural Learned skills Lifetime Riding a bike

Autobiographical Facts about own life Lifetime Wedding day

Source: Baddeley, A. (2003) ‘Working memory and language: an overview’, Journal of

Strategies • Best for more individualised

•What skills are pupils developing for

“I got out of my enormous

Strategies • Best for more individualised

Making Learning in the Classroom

• Combining visual and

Thank you for your feedback! Look

Please return your name badge!

Book now for future Inclusion Forums

Memory Fix: http://www.specialdirect.com/shops/sd/Products/PD3029753/Memory-Fix/

Visual and auditory memory skills books from LDA: http://www.ldalearning.com/showpage.aspx?id=children-with-dyscalculia-resources

Talking Tins: www.talkingproducts.com

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