Supporting Students with Working Memory Difficulties

Supporting Students with Working Memory Differences

Picture Sarah, a bright-eyed year 4 student who adores art and storytelling. When given verbal instructions for a task, she often starts enthusiastically but soon becomes frustrated, forgetting crucial steps along the way. Or consider James in year 7, who excels in discussion but struggles to organise his thoughts when writing. These scenarios might feel familiar to many teachers, as they reflect common experiences of students with working memory differences.

Understanding Working Memory Difficulties in the Classroom

Working memory acts like a mental sticky note – it’s where we temporarily hold and manipulate information while learning or problem-solving. Recent research by Alloway and colleagues (2009) has shed light on how working memory differences impact learning, revealing that these challenges affect both verbal and visual information processing.

Think of working memory as a desk space. Some students naturally have a larger desk, while others work with a smaller surface area. Neither is better or worse – they simply require different approaches to organisation and task management.

Breaking Down the Barriers to working Memory Issues

3 Practical Strategies to Support Children with Working Memory Difficulties

1. The Power of Visual Anchors
   Rather than relying solely on verbal instructions, successful teachers are incorporating visual supports throughout their lessons. Think task boards with removable steps, colour-coded success criteria, and visual timetables. One particularly effective approach involves creating “instruction maps” where each step of a complex task is represented by a simple icon or picture.
2. Chunking: Making Information Digestible
   Breaking down information into smaller, manageable pieces has proved revolutionary in many classrooms. “Instead of presenting an entire word problem at once, we now reveal it in stages. Students solve each part before moving to the next, which has dramatically improved confidence and success rates.”
3. The Environment Matters
   Creating a classroom environment that supports working memory doesn’t require a complete overhaul. Simple adjustments like:
   • Establishing quiet zones for focused work
   • Using consistent routines and visual schedules
   • Keeping resources well-organised and clearly labelled can make a significant difference.

Using Technology to Support Pupils with Working Memory Issues

While technology isn’t a magic solution, thoughtfully selected tools can provide valuable support. Digital organisers, voice recording apps, and text-to-speech software can serve as external memory aids, allowing students to focus on learning rather than remembering procedural details.

Building Memory Confidence Through Strategy Teaching

Perhaps the most powerful approach is teaching students to understand and work with their own learning styles. “When we started explicitly teaching memory strategies,” explains a secondary school SENCO in Manchester, “we saw students becoming more independent and confident in their learning.”

Some effective strategies to boost Working Memory include:

• The ‘pause, plan, proceed’ technique for tackling complex tasks
• Creating personal reference cards for frequently used information
• Using mnemonics and visual associations to remember key facts
• Regular reflection on which strategies work best in different situations

The “Pause, Plan, Proceed” technique is a simple yet powerful strategy designed to help individuals, particularly neurodiverse learners, approach complex or overwhelming tasks in a manageable and structured way. This method encourages intentional decision-making, reduces impulsivity, and promotes thoughtful action. Let’s break it down:

1. Pause

The first step is to stop and take a moment before diving into the task. This pause allows for:

• Grounding: It creates space to calm any immediate stress or anxiety about the task. This can be particularly helpful for individuals who feel overwhelmed by complexity or pressure.
• Reflection: It gives time to think about the task’s requirements rather than jumping in without a clear approach.
• Avoiding impulsivity: Acting without a plan often leads to mistakes or unnecessary frustration, especially with more complex

Practical Tip: During the pause, take a deep breath or use a grounding technique like counting to five or visualising a calm space.

2. Plan

The planning stage is about breaking the task into smaller, more manageable steps. It shifts the focus from “What do I have to do?” to “How can I do it?”

• Analyse the Task: Identify what the task requires. Ask, “What’s the goal?”
• Prioritise Steps: Determine what needs to be done first, second, and so on.
• Gather Resources: Ensure you have everything needed to complete the task (e.g., materials, tools, or assistance).
• Set Timeframes: Decide how much time to dedicate to each step, avoiding unrealistic expectations.

For neurodiverse individuals, using visuals like flowcharts, checklists, or diagrams such as semantic webbing can make the planning process more accessible.

3. Proceed

Finally, act on the plan with confidence and focus. By this point, the task has been demystified into clear steps, which reduces hesitation and encourages steady progress.

• Follow the Plan: Stick to the sequence you’ve outlined.
• Adjust if Needed: Flexibility is key. If you encounter a challenge, pause again to revise the plan rather than pushing through aimlessly.
• Celebrate Progress: Acknowledge completion of each step to build momentum and confidence.

Why It Works

The “Pause, Plan, Proceed” technique leverages self-regulation and executive functioning skills, which can sometimes be areas of difficulty for neurodiverse individuals. It provides a clear structure.

Classroom Application Example

Task: Write a short story.

1. Pause: Acknowledge that writing a story is a big task and take a moment to think it through.

2. Plan: Break it into steps: brainstorm ideas, outline the story, write a first draft, revise, and edit. Set a timeline for each stage and gather tools (e.g., writing paper, prompts).

3. Proceed: Start with brainstorming, then move step-by-step through the plan, revisiting it if needed. Celebrate completing the story by reading it aloud or sharing it with peers.

This technique empowers students to approach tasks with clarity and reduces the anxiety often associated with complexity.

Assessment and Progress Monitoring

Rather than focusing solely on standardised assessments, many schools are adopting more holistic approaches to tracking progress. This might include:

• Regular check-ins with students about their strategy use
• Portfolio-based assessments that showcase various types of learning
• Collaborative goal-setting involving students, teachers, and families

Concluding Thoughts

As our understanding of working memory continues to evolve, so too must our teaching practices. The most successful approaches combine evidence-based strategies with flexibility and creativity, recognising that each student’s journey is unique.

Supporting students with working memory difficulties isn’t about fixing something that’s broken – it’s about creating inclusive learning environments. When we adapt our teaching methods to accommodate different ways of processing information, we don’t just help individual students; we create better learning experiences for everyone.

References

Alloway, T.P. and Carpenter, R.K. (2020). The relationship among children’s learning disabilities, working memory, and problem behaviours in a classroom setting: Three case studies. The Educational and Developmental Psychologist, [online] 37(1), pp.4–10. doi:https://doi.org/10.1017/edp.2020.1.

‌Alloway, T.P., Gathercole, S., Willis, C. and Adams, A.-M. (2005). Working memory and special educational needs. Educational and Child Psychology, [online] 22(4), pp.56–67. Available at: https://www.researchgate.net/publication/284475634_Working_memory_and_special_educational_needs [Accessed 1 Dec. 2024].

Daniel, M., John, R., Rajkumar, E., George, A.J. and Abraham, J. (2022). Cognitive style and working memory among adolescents with specific learning disability. Journal of Education and Health Promotion, [online] 11(1), pp.196–196. doi:https://doi.org/10.4103/jehp.jehp_1556_21.

‌Tempel, T. & Sollich, S. (2023) Retrieval-based learning in special education. Journal of Research in Special Educational Needs, 23, 244–250. Available from: https://doi.org/10.1111/1471-3802.12594