The definition of Working Memory is the ability to maintain and manipulate information in active attention (SASC).
It is crucial for many classroom tasks, such as working across sources, copying tasks (e.g. from the board), remembering things in the correct order, following and contributing in discussions, listening to verbal information whilst working, following instructions, problem-solving, and organising thoughts. Students with working memory challenges may struggle to keep up with the demands of the classroom environment, leading to fatigue, frustration, and overload.
This article provides strategies for educators to support these students effectively by acknowledging fatigue, reducing working memory demands, delivering information clearly, recognising signs of overload, and integrating useful tools like transcription software and effective note-taking techniques.
It's worth noting that most of these strategies pertain to strategies and accommodations, as it's very difficult, if not impossible to improve working memory ability. If you would like to look at working memory at home, you can click this link.
Acknowledging Fatigue and Checking for Overload
Students with working memory challenges often experience mental fatigue, sometimes even before the school day begins. It’s important to recognise that these students may need more frequent breaks and should not be penalised for by having to miss their break times to catch up on work.
How this helps
Acknowledging fatigue and proactively offering breaks helps students recharge and prevents burnout. Being attuned to signs of working memory overload allows teachers to intervene early, providing support before the student becomes too overwhelmed.
Tips for the classroom
Ensure regular breaks
Make sure students have their scheduled break times, and consider offering additional rest breaks during class if needed. This helps them recharge and return to tasks with a clearer mind.
Look for signs of overload
Watch for signs of working memory overload, such as withdrawal, daydreaming, becoming hot or restless, distractibility, or disruptive behaviour. When these signs appear, provide a short break or a change in activity to help the student reset.
Communicate with students
Encourage students to communicate when they feel tired or overwhelmed. Let them know it’s okay to ask for a break if they need one.
Reducing Working Memory Demands
Tasks that place heavy demands on working memory—such as copying from the board, remembering lengthy instructions, or multitasking—can be particularly challenging for students with working memory issues. Reducing these demands can help these students manage their workload more effectively.
How this helps
By minimising tasks that overload working memory, teachers can help students focus better on learning without feeling overwhelmed. This approach allows students to complete tasks more efficiently and with less frustration.
Tips for the classroom
Avoid Copying from the Board
Provide printed handouts or digital copies of notes instead of requiring students to copy information from the board. This reduces the cognitive load and allows them to focus on understanding the content.
Simplify Instructions
Break down instructions into smaller, manageable steps, and provide written instructions as a reference. This helps students keep track of what they need to do without overloading their memory.
Use Transcription Tools:
Introduce transcription tools, such as Otter.ai, which can convert spoken instructions into written text. This helps students who struggle to remember verbal instructions by providing them with a written record they can refer to later. However, if your setting doesn't allow this you might be better to allow for tools like Dragon Dictate, inbuilt text-to-speech features or simple recordings for younger children.
Use a Variety of Strategies to Convey Information
If you can give information in different ways, e.g. images, videos, movements, written down, you can reduce the cognitive load for the student.
Effective and Structured Information Delivery
Effective instruction delivery involves presenting information in a way that is clear, structured, and easy to follow. This is particularly important for students with working memory challenges, who may struggle to process unstructured speech or lengthy explanations.
How this helps
Teachers can help students better understand and retain the material by delivering information in structured chunks and using visual aids. This approach also reduces the cognitive load on working memory, making it easier for students to follow along and participate in classroom activities.
Tips for the classroom
Chunk Information:
Break down information into smaller, manageable chunks. Present one idea at a time and ensure students understand it before moving on to the next. As this is quite similar to the intervention for processing speed, for more information regarding chunking, you can click here (and scroll to the relevant section).
Use Visual Aids
Support verbal instructions with visual aids like diagrams, charts, or bullet points. These aids help reinforce the information and provide a reference point for students.
Repeat Instructions
Be prepared to repeat instructions and check for understanding. Encourage students to ask questions if they are unsure about anything.
Scaffolding
Scaffolding is a metaphor for temporary support that is removed when no longer required. It may be visual, verbal or written (SEN in Mainstream guidance report, EEF, 2020). As the student becomes more competent, support is gradually removed.
How this helps
Scaffolds can be visual, verbal or written. A visual scaffold might support a student in finding equipment, while a verbal scaffold might be a prompt or question. Written scaffolds can be written down instructions, pictures of finished products or writing frames, for example. These help to promote independence and reduce stigma.
This method is especially effective for students with working memory challenges, as it allows them to learn and practice new skills in a structured and supportive environment.
Tips for the classroom
Use Visual Scaffolds
Create visual aids, such as checklists or flowcharts, that outline the steps of a task. These can serve as a reference for your student as they work independently.
Use Verbal Scaffolds
Provide verbal prompts or guiding questions to help students think through a task or process. For example, ask, “What’s the first step you need to take?” or give hints like, “Remember, you can use your checklist to organise your ideas.” Verbal scaffolds encourage active problem-solving while giving students the support they need to build confidence and independence.
Use Written Scaffolds
Offer written supports, such as step-by-step instructions, sentence starters, or writing frames, to guide students through tasks. For example, provide a template with prompts like “First, I will…” or a diagram showing how to structure an essay. Written scaffolds help students focus on the task at hand and reduce cognitive load, particularly for those with working memory challenges.
Gradually Reduce Support
As your student becomes more comfortable with a task, gradually reduce the amount of help you provide. This encourages independence and helps them build confidence in their abilities.
Incorporating Note-Taking Strategies
Note-taking is a key strategy for all students but it's particularly important for those with working memory challenges. Techniques like the Cornell Method and Sketchnoting can help students organise and retain information more effectively.
Younger learners in primary school can still practise note-taking, for example using post-it notes, stickers with pictures, having a go at summarising a sentence in a word, or coming up with some key words from a text they have heard.
How this helps
By using structured note-taking methods, students can better capture and review information, reducing the burden on their working memory. These techniques also provide a reference that students can revisit, helping them retain and apply what they’ve learned.