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Understanding Working Memory
It is hard to conceive of a classroom activity that does not involve working memory - our ability to work with information. In fact, it would be impossible for students to learn without working memory. From following instructions to reading a sentence, from sounding out an unfamiliar word to calculating a math problem, nearly everything a student does in the classroom requires working with information. Even when a student is asked to do something simple, like take out their science book and open it to page 289, they have to use their working memory.
Most children have a working memory that is strong enough to quickly find the book and open to the correct page, but some don't - approximately 10% in any classroom. A student who loses focus and often daydreams may fall in this 10%. A student who isn't living up to their potential may fall in this 10%. A student who may seem unmotivated may fall in this 10%. In the past, many of these students would have languished at the bottom of the class, because their problems seemed insurmountable and a standard remedy like extra tuition didn't solve them. But emerging evidence shows that many of these children can improve their performance by focusing on their working memory. Working memory is a foundational skill in the classroom and when properly supported it can often turn around a struggling student's prospects.
This book will make sure you are able to spot problems early, work with children to improve their working memory and ensure they reach their full potential.
How does the book work?
Each of the following chapters includes a description of the learning difficulty (WHAT), followed by an inside look into the brain of a student with the disorder (WHERE), their unique working memory profile (WHY), and classroom strategies to support working memory (HOW). There are two types of general working memory strategies that can be applied to all students in your class, and specific working memory strategies for each learning difficulty. The final chapter (Chapter 9) provides the student with tools to empower them along their learning journey.
The aim in supporting students with learning difficulties is not just to help them survive in the classroom, but to thrive as well. The strategies in the book can provide scaffolding and support that will unlock their working memory potential to boost learning. They are designed to be easily integrated within the classroom setting as a dimension of an inclusive curriculum and used in developing an individualized education program (IEP) for the student.
The strategies recommended here can also complement existing programs that support a core deficit, such as a social skills program for a student with autistic spectrum disorder, or behavior modification for those with ADHD. Each chapter also
Try It Provides the reader with an opportunity to have a hands-on understanding of the material
Science Flash Gives the reader a snapshot of current and interesting research related to each chapter
Current Debate Discusses a controversial issue pertaining to the disorder
Tracy Packiam Alloway is an award-winning psychologist based at the University of North Florida
Ross Alloway is the CEO of Memosyne Ltd, a company that brings cutting-edge scientific research to parents.
Most children have a working memory that is strong enough to quickly find the book and open to the correct page, but some don't - approximately 10% in any classroom. A student who loses focus and often daydreams may fall in this 10%. A student who isn't living up to their potential may fall in this 10%. A student who may seem unmotivated may fall in this 10%. In the past, many of these students would have languished at the bottom of the class, because their problems seemed insurmountable and a standard remedy like extra tuition didn't solve them. But emerging evidence shows that many of these children can improve their performance by focusing on their working memory. Working memory is a foundational skill in the classroom and when properly supported it can often turn around a struggling student's prospects.
This book will make sure you are able to spot problems early, work with children to improve their working memory and ensure they reach their full potential.
How does the book work?
Each of the following chapters includes a description of the learning difficulty (WHAT), followed by an inside look into the brain of a student with the disorder (WHERE), their unique working memory profile (WHY), and classroom strategies to support working memory (HOW). There are two types of general working memory strategies that can be applied to all students in your class, and specific working memory strategies for each learning difficulty. The final chapter (Chapter 9) provides the student with tools to empower them along their learning journey.
The aim in supporting students with learning difficulties is not just to help them survive in the classroom, but to thrive as well. The strategies in the book can provide scaffolding and support that will unlock their working memory potential to boost learning. They are designed to be easily integrated within the classroom setting as a dimension of an inclusive curriculum and used in developing an individualized education program (IEP) for the student.
The strategies recommended here can also complement existing programs that support a core deficit, such as a social skills program for a student with autistic spectrum disorder, or behavior modification for those with ADHD. Each chapter also
Try It Provides the reader with an opportunity to have a hands-on understanding of the material
Science Flash Gives the reader a snapshot of current and interesting research related to each chapter
Current Debate Discusses a controversial issue pertaining to the disorder
Tracy Packiam Alloway is an award-winning psychologist based at the University of North Florida
Ross Alloway is the CEO of Memosyne Ltd, a company that brings cutting-edge scientific research to parents.
168 pages, Unknown Binding
First published October 27, 2014
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July 7, 2023Buku library. Tak sempat habiskan baca.
Menarik. Chapters dibahagikan kepada learning disorders e.g; dyslexia, ADHD (walau tak termasuk dalam kategori 'learning disorders', tetapi ia tetap mengganggu proses pembelajaran), dyscalculia etc. Kebanyakan tertumpu pada kanak-kanak. Ada disertakan cadangan solusi untuk tune in the disabilities yang dialami supaya sama frekuensi dengan keupayaan mereka. Sesuai sebagai bacaan untuk topik Pendidikan/Pendidikan Khas.
Menarik. Chapters dibahagikan kepada learning disorders e.g; dyslexia, ADHD (walau tak termasuk dalam kategori 'learning disorders', tetapi ia tetap mengganggu proses pembelajaran), dyscalculia etc. Kebanyakan tertumpu pada kanak-kanak. Ada disertakan cadangan solusi untuk tune in the disabilities yang dialami supaya sama frekuensi dengan keupayaan mereka. Sesuai sebagai bacaan untuk topik Pendidikan/Pendidikan Khas.
August 11, 2020
I found “Understanding Working Memory” to be an interesting read. I did not read much that was greatly surprising to me, unless it was the claim made that working memory and IQ are not necessarily closely correlated. This claim I had not anticipated. I will refer to some statements in the book that I found especially noteworthy.
One such revelation was that working memory increases until we reach our thirties (see page 6). Not surprisingly, working memory is closely correlated with academic performance (p. 7). On page 8, I found the following claim: “IQ is not nearly as reliable as working memory in predicting grades….” I had wondered whether working memory could be improved significantly. I found this on page 11: “The good news is that we can change their grades by changing their working memory…”
Something that was unexpected for me was the following claim (p. 115): “In contrast, studies have shown that visual-spatial working memory is not affected by generalized or performance anxiety….” Here’s a reaffirmation that working memory can be improved (p. 135): “…However, exciting cutting-edge research suggests that we can train our brain and improve working memory.”
Since it is probably close to axiomatic that genetic endowments are definite factors in regard to one’s levels of working memory, it seems quite definite that genes would constrain how much improvement could be made in one’s working memory capacity. I’m not aware that the book specifically addresses that issue.
This particular book on working memory is quite clearly mostly directed at teachers and parents of school-age children. I had not realized that when I bought the book, but is not a book especially directed at helping the general reader develop strategies for improving one’s working memory. My own expectations about working memory are to the effect that general intelligence (usually correlated fairly much with IQ) is ordinarily fairly significantly correlated with working memory, although I don’t think the book specifically addresses that matter. This book addresses a number of handicaps that are strongly associated with working memory problems, including ADHD, Dyscalculia (math difficulties), Autism, and Anxiety disorders. I can imagine that a book such as this could be greatly beneficial to elementary and high school teachers – especially those who are specializing in supporting students with learning handicaps.
Overall, this was quite a pleasing book for me to read.
One such revelation was that working memory increases until we reach our thirties (see page 6). Not surprisingly, working memory is closely correlated with academic performance (p. 7). On page 8, I found the following claim: “IQ is not nearly as reliable as working memory in predicting grades….” I had wondered whether working memory could be improved significantly. I found this on page 11: “The good news is that we can change their grades by changing their working memory…”
Something that was unexpected for me was the following claim (p. 115): “In contrast, studies have shown that visual-spatial working memory is not affected by generalized or performance anxiety….” Here’s a reaffirmation that working memory can be improved (p. 135): “…However, exciting cutting-edge research suggests that we can train our brain and improve working memory.”
Since it is probably close to axiomatic that genetic endowments are definite factors in regard to one’s levels of working memory, it seems quite definite that genes would constrain how much improvement could be made in one’s working memory capacity. I’m not aware that the book specifically addresses that issue.
This particular book on working memory is quite clearly mostly directed at teachers and parents of school-age children. I had not realized that when I bought the book, but is not a book especially directed at helping the general reader develop strategies for improving one’s working memory. My own expectations about working memory are to the effect that general intelligence (usually correlated fairly much with IQ) is ordinarily fairly significantly correlated with working memory, although I don’t think the book specifically addresses that matter. This book addresses a number of handicaps that are strongly associated with working memory problems, including ADHD, Dyscalculia (math difficulties), Autism, and Anxiety disorders. I can imagine that a book such as this could be greatly beneficial to elementary and high school teachers – especially those who are specializing in supporting students with learning handicaps.
Overall, this was quite a pleasing book for me to read.
Displaying 1 - 2 of 2 reviews