Managing memory

Managing memory and cognition

Strategy for Lesson

Strategy for training from mentor

Avoid information overload on slides/resources

Remove redundant information from your slides and worksheets: only include a picture of it is vital for learning, not for the sake of engagement.

Check the next few lessons they have planned and provide feedback on the visuals/information included. Discuss what is necessary and what is not.

Avoid distractions during during main learning task

Minimise classroom narration, movement and other potentially distracting behaviour during silent work.

Script a routine that the teacher will follow at the start of activities which:

1) moves the teacher out of sight of the neediest students,

2) deals with students asking for help within the first few minutes of a task,

3) ensures that the teacher does not need to perform distracting actions like talking or handing out resources during focussed silent tasks.

Perhaps, put an X on the classroom floor for where the teacher will stand.

Speech and text on board - avoid information overload

Combining speech and text on the board overloads working memory. If you are going to talk at length remove text from the board.

For an upcoming lesson, script the teacher exposition part of the lesson. Work on the accompanying slide or resource, removing any text from this that could overload working memory.

Combine speech with images/icons - dual coding

Combining speech and pictures or diagrams doubles the capacity of the working memory. As you talk, combine this with visuals, pictures and diagrams (but not written words) as this is one of the most powerful ways to communicate.

For an upcoming lesson, script the teacher exposition part of the lesson. Work on the accompanying slide or resource, combining the exposition with images that emphasise and outline key points.

Can students easily read the slides?

Ensure that the font size used is large enough for all students in the class to easily read.

The smallest acceptable font size is 18 Calibri. The optimum is 24 Calibri.

For an upcoming lesson, adjust the slides accordingly. Think carefully about whether the information is visible from the back of the classroom - physically test it.

Review learning over time

Have a review task as the 'do now' starter activity - focus on a previously taught KO and revisit over time. Plan ahead to make sure this happens!

Use the MTP to plan in review starter tasks that review previously taught KOs. Ensure they are revisited over time. Eg. Review task A in week 1 could be revisited again in week 3, review task B in week 2 can be revisited in week 4 etc.

Review learning as standard starter task

Have this task as a routine starter to make recall an expected feature of every lesson. The act of recalling previously learnt topics will strengthen memory recall!

Look at the next few lessons and check over the review starters - are they checking previously taught KOs?

Review learning timing

Make sure the review task is designed to take no longer than 10 mins with time built in to tackle misconceptions.

Look at the next few lessons and check over the review starters - discuss how long it will take and does the design lend itself to this? eg. a 5 question quiz is a quick task that students can self/peer assess.