How to optimise memory in the classroom

Apply cognitive load theory

 

As mentioned on previous post, working memory is only able to hold a certain amount of information, therefore, it is important for teacher to consider the cognitive load of children.

 

 

 

It is said that reducing cognitive load enhance students’ motivation and engagement in classroom. Creating a positive learning environment with positive emotions also helps reduce extraneous cognitive load which benefits their learning (Hawthorne et al., 2019).

(Walker, 2021)

Load reduction framework

Walker (2021). Adapted from: Martin, A.J., & Evans, P. (2019). Load reduction instruction: Sequencing explicit instruction and guided discovery to enhance students’ motivation, engagement, learning, and achievement.

 

Build on previous knowledge 

The process of transferring information to long-term memory be facilitated or improved by mental repetition of the information or, even more effectively, by giving it a meaning and associating it with other previously acquired knowledge. Motivation is also a consideration, in that information relating to a subject of strong interest to a person, is more likely to be retained in long-term memory.

 

MNEMONICS strategy

This highly effective strategy enhances learner’s learning and recalling information. It can be applied in any subjects and learning areas (Mitchell, 2014).

In general, this strategy is linking factual, difficult information with easy to remember word, sound, or image. For examples:

-       Key words

-       Music, rhymes

-       Letter and word: acronym

-       Method of Loci

-       Picture/image

 

 

Spaced practice strategy

Students are likely to learn better if they have opportunities to practice same skills on different occasions (at least 4 different times) and in different contexts. This strategy helps enhance long-term memory by assisting storing information for future retrieval (Mitchell, 2014).

 

Graphic organiser

This strategy support leaners’ long-term memory storage and retrieval as well when they visualise the information and also link to the previous knowledge (Mitchell, 2014).

 

References

Hawthorne, B., S., Vella-Brodrick, D., A. & Hattie, J. (2019). Well-Being as a Cognitive Load Reducing Agent: A Review of the Literature. Front. Educ. 4:121. doi: 10.3389/feduc.2019.00121 https://www.frontiersin.org/articles/10.3389/feduc.2019.00121/full

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. (2nd ed). Routledge.

Walker, J. (2021). Week 6. [PowerPoint Slides]. https://online.melbournepolytechnic.edu.au/pluginfile.php/2437352/mod_resource/content/1/Week%206%20power%20point.pdf