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
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