Innovation Blog- Module 2 Assignment (EDUC 8401)



Neuroscience: Exploring Working Memory

In my professional role as a fourth grade teacher, I have always been perplexed as to why so many students appear to have memory problems. In exploring the neuroscience in particularly the area of working memory, I found that there are indeed several students who have problems with registering information in short term memory and that without working memory the task to retain as well as learn new materials is difficult.

Gathercole (2007) described the key features of working memory and characteristics of students with working memory challenges. Two of the key features noted were limited in capacity and catastrophic loss. Based on this, students may exhibit signs of being reserved while in a group, short attention span, or difficulty in following instructions. These challenges place the students at risk for failure.

Additionally classroom strategies were suggested to support these learners with deficient working memories. An educational strategy is to provide students with verbal as well as visual formats.  Students can also be encouraged to repeat the information several times. They should also be given opportunities to practice consistently until they can complete the task without making too many errors. The teacher can also break up or chunk the information. Additionally, technology devices such as audiotapes or graphic organizers, and checklists with pictographs can be utilized to enhance working memory.

My focus on working memory relates to the topic being covered because it is one aspect of neuroscience, which is the concept being covered in this module. It can enhance learning by providing the support as mentioned earlier to individuals with working memory problems. Similarly, if the deficiencies are identified early in a child's life then interventions can be administered to eliminate or reduce his or her risk of failing in academic and social areas. Center for Development and Learning is one such organization that conducts evaluations on students, as well as provides research based support to educators, parents, and the community (i.e. training and forums). Therefore, it is on this background that neuroscience/ working memory is applicable to my learning context as an elementary school teacher working with students with memory deficits. I plan on utilizing the insights gained from the article to provide students with the necessary support.

 

Reference

Gathercole, S.E.(2007). Identifying and supporting students with working memory problems. Working Memory and Learning. Retrieved from http://www.learning-works.org.uk/susan-gathercole-workshop-1-pdf

 

Hi! My name is Annette and I live in Georgia with my husband and our only child, Tyler. She is eight years old and is the third grade. As an educator, I enjoy seeing the light bulb go off when my students grasp a concept that is being taught. My passion for teaching has led me to achieve a Bachelors in Education degree, specializing in managing learning difficulties from the University of the West Indies, Jamaica. A Masters in Science degree from the Walden University, specializing in reading and literacy, and has propelled me to pursue a Philosophy in Education degree from Walden University.

The learning contexts that interest me are technology and social networking. In a previous class (EDUC 8406), I was introduced to various aspects of technology and social networking, and have been exposed to ways in which they can be utilized in the classroom to modify instructions for the diverse learners. Since every child is unique and learns differently, integrating technology in education can provide a wealth of opportunities such as visual graphics, sound, field trips, drawings, recorded readings, and assessments (Owens, 2012).

Similarly, social networking media such as blogs is one such tool that can be utilized in the classroom to motivate students, as well as to promote critical thinking and collaboration among students. Additionally, blogs facilitate teachers providing support to the students through forums.

I am thrilled to see what other learning experiences will be gained in this course (EDUC 8401) so that I can add it to my repertoire of teaching tools and strategies.

Reference

Owens, D. (2012). Differentiating instructions by integrating technology in the elementary classroom. Early Education and Technology for Children. Retrieved from http://www.eetcconference.org/wp-content/uploads/Differentiating_Instruction_Tech_in_Elementary.pdf