Session outline

Two thirds of the pupils on our national SEND register typically have barriers linked to working memory, executive function, and speech, language and communication needs. On average, every class of 30 pupils will contain 5.85 pupils with SEND. 

Knowing lots about working memory is very helpful. 

Although closely related, working memory is not the same as short term memory or long term memory. It is our frenemy of learning – the gate keeper of mastery and pilot to navigate each and every learning experience. 

Join us in this session as we unpack what working memory is by reviewing the different stores and how they work. We’ll then consider how we might detect if pupils have reduced capacity in any working memory stores – not as experts – as teachers who are mindful of the way the brain works. Finally, we’ll give participants time to rehearse some key techniques for how they can reduce the burden on their pupils’ working memory.

Session aims

• Review the underpinning research on what working memory is
• Explore what already exists in the education system to know when pupil working memory capacity might be reduced
• Study a range of ways teachers can reduce the load on pupil working memory

Intended outcomes

• Gain insight into what working memory is, the common misconceptions about it, and the limitations of everyone’s working memory capacity
• Rehearse for a lesson coming up soon and plan for how you will reduce pupil working memory capacity in, or across, one or more stores

Facilitator

Andrew Young is Co-Director of Pathfinder Teaching School Hub and Education Partnership. He is a teacher of Social Sciences at Archbishop Holgate’s School and Author of ‘Adaptive Teaching: Culture to Classroom’ with Crown House Publishing. Andrew designed the original Adaptive Teaching CPD Programme in 2021 through the TSH which has since reached over 100 schools and thousands of pupils locally and nationally.