Working Memory Week 2016

Transcription

1 Working Memory Week 2016 Working Memory and Cognition: messages for teachers on whole classroom strategies David Crabtree 1

2 What we are going to do? Cognition Working memory Implications for teaching

3 Is the brain leaky or sticky?

4 Successfully transferred?

5 The filing cabinet is long term memory

6 Long term memory is a new synaptic connection

7 To make that physical connection First stickability message Link to what is already known Importance of template, metaphor /simile, narrative, peer explanation, prior understanding

8 Linking into long term memory creating Stickability Giving the big picture Experiences Metaphor Analogy Pictures Mind maps Drama Modelling Acting out Realia Bags. & Bytes Music Mnemonics Patterns Colour Humour Games Kinaesthetic activity Matching activities

9 A pupil completes a task correctly but how do you know whether or

10 What are examples of catastrophic loss? Forgetting Going off task Doing the wrong thing (mistakes of all sorts) Catastrophic Loss WORKING MEMORY

11 What we now know Long-term memory 1. The brain can lose information prior to it being received into long term memory 2. Prior to being received into long term memory there is a preparatory stage 3. One function of working memory is to find the links into long term memory

12 Lets try some exercises to demonstrate working memory in action But, just prior to that, we need to consider that the brain is divided into separate sections (notably two hemispheres) and knowledge or, aspects of knowledge, are stored in different parts of the brain

13 Writing tends to be on or across the centre line of the body 13

14 Some examples of knowledge distribution Word Sound Number Name Meaning Symbol Value Face And this letter, what is it?

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17 Lets try some exercises to show us working memory in action Say the colour NOT the word.

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33 What was going on for you then?

34 Working memory Working memory acts as a kind of holding area For assembling all the bits and putting them in order for temporary recall of the information being processed at any point in time e.g. classroom activity Working memory links into a hook in long term memory to help place the new memory in with other memories and be stored Working memory has been shown to be important for successful classroom learning. 34

35 Is working memory robust? Working memory Short-term memory Long-term memory

36 Is the brain leaky or sticky?

37 The leaky bit is a chemical reaction, whereas the sticky bit is physical

38 To be effectively learned Working memory The correct learning point captured in working memory To then be placed in long term memory Second Stickability message linked to other relevant information Enabled to be retrieved successfully

39 Second Stickability message Working memory is a vitally important part of classroom learning for all pupils It acts as a kind of holding area for temporary recall of the information which is being processed at any point in time e.g. classroom activity Working memory holds a small amount of information (typically around 7 items or even less) in mind in an active, readily-available state for a short period of time (typically from 10 to 15 seconds, or sometimes up to a minute). Working memory links into a hook in long term memory to help place the new memory in with other memories and be stored

40 Second Stickability message As well as linking into what is already known (Stickability message one) we need to reduce catastrophic loss Or, alternatively, we need to both support and reignite working memory during the lesson To support working memory we need to use the brain channels

41 The brain channels

42 Long term memory Working memory memory Plus other forms of memory inc Tactile, Kinaesthetic, Semantic and Episodic

43 Auditory Verbal explanations Participating in classroom discussions Learning from other learners Creating analogies or stories Music Memories Rhymes Visual Pictures Diagrams Charts Maps Illustrations DVDs Photographs Mind maps Colour Teacher s body language Kinaesthetic Hands on activity Creating Experiencing Exploring Movement Acting out Handling objects Colours to identify key points Breaks Typing text

44 Processing information The successful coordination of different brain functions Putting things into some sort of order Linking new knowledge with existing knowledge Physically altering the brain and establishing new neural pathways Coordinating and orchestrating all of this in working memory

45 The Stickability model of successful classroom learning Use of Multi sensory processing Clarity of key learning points linked to existing knowledge Strategy for retrieval lack of clutter Relevant disposal