Working Memory and its Role in the Classroom

As an assessor, I spend a fair bit of time administering tests to explore students’ working memory capacity…could be when I’m doing a diagnostic dyslexia assessment, could be when I’m establishing the need for exam access arrangements. But what exactly is working memory and why is it so important for learning? After chatting it through with a parent last week, I have written this blog to try and shed a bit of light on this important executive function and how a weakness in working memory can be supported…

So, what is Working Memory?

Working memory is a cognitive system responsible for temporarily holding and manipulating information. It is crucial for various mental tasks, including learning, reasoning, and comprehension, and is essential in the instances we need to carry out processes simultaneously. Unlike long-term memory, which stores information for extended periods, working memory deals with information that is actively being processed.

Difficulties with working memory function are typically associated with specific learning difficulties, such as dyslexia and Developmental Coordination Disorder (DCD - also known as dyspraxia), and other neurodiverse presentations, such as autism.

Before we launch into how working memory is deployed in the classroom, it’s helpful to consider its various components:

1. Phonological Loop: Handles verbal and auditory information. It's essential for tasks like reading, listening, and speaking.

2. Visuospatial Sketchpad: Manages visual and spatial data, aiding in the comprehension of maps, diagrams, and spatial relationships.

3. Central Executive: Acts as the control system, directing attention and coordinating the activities of the phonological loop and visuospatial sketchpad.

4. Episodic Buffer: Integrates information across domains and links working memory with long-term memory.

The Role of Working Memory in the Classroom

Ok, so this list isn’t exactly exhaustive, but it gives you some key examples of how working memory is used in a busy classroom on a daily basis:

Challenges of Working Memory in the Classroom

Some individuals may experience working memory overload, especially when tasks are multifaceted or unfamiliar. At these times, they may have trouble focusing (causing potential ‘zoning out’) or they may just become extremely frustrated. Reduced working memory capacity can also be a problem when a person hasn’t gained automaticity/fluency in one or more of the skills which need carrying out simultaneously e.g. handwriting when completing a prose-writing task, or times-table recall during a complex maths problem. Children with working memory difficulties may also find it hard to keep up during conversations and games with their peers.

Strategies to Support Working Memory in the Classroom

• Chunk information: Break it into smaller, manageable chunks. This helps students process and retain data more effectively.
• Use visual aids: Diagrams, charts, and visual organisers can help offload information from working memory by providing external representations of complex ideas.
• Provide opportunities for repetition and lots of practice: This helps move information from working memory to long-term memory and also develops skill automaticity, thus improving the chances of an individual being able to ‘juggle’ more than one task at the same time.
• Use mnemonics and memory aids: For example, acronyms and rhymes can make recall easier.
• Personalised instruction: Provide additional scaffolding or alternative explanations for those who need it.
• Make use of assistive technology: Tools like speech-to-text software, interactive apps, recording devices and educational games can support students with working memory challenges.

To sum up…

Working memory plays a pivotal role in classroom learning, influencing students' ability to read, write, solve problems, use and understand new vocabulary, and engage in discussions. Understanding the mechanics of working memory and the potential impact of reduced working memory capacity allows teachers to implement strategies which can support all learners in their classroom - not just those who are struggling with working memory. By fostering an environment that acknowledges and accommodates working memory limitations, teachers can enhance educational outcomes and promote a more inclusive classroom experience.