Once attended a (Short-Term) Working Memory workshop conducted by @AndrewWatsonTTB. It was very informative. Coupled with the information I acquired from other sources (Eunoia Junior College's information processing model), I present to you an easy-to-read guide on how we can optimse our working memory to enhance learning outcomes.
- A useful analogy is a mental notepad. It's imperative to realise that no academic information gets into long-term memory, except through working memory. The working memory faculty is for thoughts currently active in your mind.
- Most people can hold 3-5 pieces of information (also known as "slots") in their head. Hence, we must be mindful of how our brain selects, holds, reorganises, and combines information.
- The optimal 'span' is 7 items. Some people can retain 7 unassociated items (such as words or numbers) for a few minutes.
- Our working memory capacity increases with age, but can't be artificially increased
- We must understand students' preferred learning styles because they learn best when we work within their working-memory capacities.
- As educators, we must anticipate working memory problems. Too much new information and/or new combinations will result in information overload. Similarly, keep our instructions sweet and concise
- Stress is a huge impediment to working memory, so having students learn in a relaxed environment is crucial. Help them to actively manage their stress.
- Note that students have difficulties holding their question while processing the teacher's words. Hence, it might be good to let them interrupt you with their question.
- Stopping regularly to check for understanding will enable information to sink in better.
- Intentionally construct their schema so that they can build up a powerful databank of prior knowledge that will help them draw connections to new knowledge
- Leverage multisensory modes of learning: use visual and verbal means of transmitting knowledge. Tapping on sensory memory is half the battle won.
- Start with core ideas/concepts. Construction of foundational knowledge will facilitate the transmission of new ideas to long-term memory.
- Don't visually overwhelm students. Use simple, even bland, images.
- Use relatively few words and embed these key words in the diagram
- Illustrate, build and reveal relationships to show how various ideas are interlinked with one another.
- Leverage emotional resonance. It pushes new memories into the long term as people remember things they care about.
- Use ways to improve students' alertness. Show them videos (new visual stimuli) or implement movement breaks.
- Our long-term memory refers to all the facts we know, all the things that we can do, and many of the events in our lives. It is comprised of episodic memory (personal events), semantic memories (facts), and procedural memory (skills).