Thinking About Learning (Part 2 - How Memory Works)

As teachers and professionals, we continually reflect on how we can improve the outcomes for our students. However, when coping with a full curriculum, a packed school calendar and the many additional requirements of being a teacher, finding time to engage with educational research can be challenging. This is the second in a series of posts in which I will share current ideas about how learning works and introduce, or reintroduce, some research-backed approaches to learning and teaching that have been shown to be effective.?

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Working Memory

Memory, particularly working memory, is fundamental to cognitive processes and learning (Mccrea, 2017). Working memory, utilised for temporary storage and information processing, is critical in forming neural traces within the hippocampus. If the neural trace persists, it replicates in the cortical region and is encoded in long-term memory. The brain, when processing input in working memory, will attempt to match it to existing memories instead of creating new ones.

Repeated exposure to the same input strengthens neural connections, enhancing the speed of working memory in matching input to existing memories. Working memory, besides processing new input, retrieves knowledge from long-term memory. When new input aligns with existing knowledge, connections are established between the new and existing elements in long-term memory.

Current working memory models acknowledge two functions:

1. A temporary storage for sensory input or knowledge retrieved from long-term memory.

2. A processing area that uses and modifies the content of temporarily stored elements.

Paying attention

Recent studies suggest that attention is a key aspect of working memory processing, influencing the number of elements one can focus on. Attention (or concentration) is an essential prerequisite for learning.

Implications for teachers

• Learning involves creating connections - test students' prior knowledge before teaching new material
• Working memory can become overloaded - present new material in small chunks
• Build stronger neural connections - provide lots of opportunities for practice and reinforcement
• Help students focus attention on what they are learning - remove unnecessary distractions and create an environment that fosters concentration.

That’s all for now. Check back soon for more.

Thanks for reading!