Teach Secondary - Issue 13.2

THE LOWDOWN ON... WORKING MEMORYAND LEARNING Needto know TheNational Foundation for Educational Research has carried out an evidence review (see bit.ly/ ts132-LL3) examining the factors that are supporting and obstructing the formation of amore diverse teaching workforce.TheNFER’s findings indicate that people of colour are over- represented among applications for ITTcourses,but see lower acceptance rates compared towhite applicants. Thosemaking it past the initial stage then report experiencing proportionatelyhigh levels of isolation, and relatively little in thewayof support fromtutors andmentors that specificallyaddresses the diversity issues and racismtheymaywell face over the course of their subsequent teaching careers. The review identifies themain barriers preventing teachers of colour fromadvancing into leadership and headship roles as being a general lackof encouragement, racismand colleagues holding preconceptions based on their culture and/or faith. Veteran teachers of colour are quotedwithin the reviewas having experienced an‘invisible glass ceiling.’ According toJackWorth, theNFER’s SchoolWorkforce Lead,“Concerns about the low representation of people of colour in the teachingworkforce are not new,but the issue persists,despite policycommitments to address it. Evidence shows there has been an increase in people of colour applying for ITT in the past decade,but retention andpromotion gaps havewidened. “There needs to be support and encouragement of career progression for teachers of colour,with a firm commitment fromsenior leaders to provide career advancement opportunities.” 53% of children who have previously used generative AI say that they have seen peers use the technology in negative ways (e.g. for deceptive images, falsifying homework, etc.) Source: Surveyofover4,000young people,parentsandcarersbyCensuswide commissionedbytheUKSafer InternetCentre You can think of working memory as a mental notebook, the place where we hold information for short periods of time – even just a few seconds – while we carry out other relevant mental activities. Working memory is important in everyday life and for many school and college activities. From following instructions, to learning how to read and recalling mathematical rules or historical facts, it’s the very foundation upon which learning is built. As learners progress, it becomes increasingly crucial for more complex tasks, such as comprehension and analysis, not to mention time management, setting and working towards goals and regulating behaviour. BARRIERS TOWORKING MEMORY Some learners will find the process of developing their working memory more challenging than others. They may, for example, be distracted by competing thoughts, feelings of anxiety or even the learning environment itself. We all have personal limits as to howmuch information we can hold in our working memory. As a result, tasks that may be comfortably within one learner’s capability will present significant challenges for another. Where working memory is poor, cognitive overload can mean learners struggle to remember instructions or understand the detail of tasks. They might lose track of, or fail to complete activities. Almost always, poor working memory leads to poor academic progress. Typically, learners with poor working memory... • Are well-adjusted socially • Are reserved in group activities, rarely volunteering answers • Behave as if they haven’t paid attention • Frequently lose their place in complicated tasks that they may then abandon • Make ‘less than expected’ academic progress, especially in reading and mathematics • Are considered to have short attention spans and be easily distracted. SUPPORT OPTIONS While there’s no single reliable intervention strategy, much can be done to support learners with poor working memory. Try to create a culture in which learners feel at ease requesting the information they need – even when it’s being repeated or needs to be broken down further. At the planning stage, anticipate and reduce potentially difficult working memory demands. Try shortening sentences that need to be written, or reducing the number of items learners need to remember. Make learning meaningful through scaffolding. Recalling, recapping and retrieving will bridge the gap between old learning and new. At the same time, break complex tasks down into a series of smaller, more manageable steps. You can also use memory aids, such as spelling lists, topic mats and graphic organisers, to support recall and minimise stress on working memory. Finally, provide regular opportunities for learners to practice and apply their developing skills. The theme of Memory for Learning is further explored in a new online SEND CPD unit fromWhole School SEND and Real Group as part of the Universal Services programme, which is funded until 2025 by the DfE. Free to access, the unit is one of 20 that will be released over the course of the programme to help practitioners explore commonly observed barriers to learning in classrooms and other environments regardless of age, label or area of need. For more, visit wholeschoolsend.org.uk/ page/online-cpd-units AMANDAWRIGHT IS HEAD OFWHOLE SCHOOL SEND, HAVING JOINED IN 2018 AS A REGIONAL SEND LEADER; PRIOR TO THIS, SHEWORKED IN MAINSTREAM EDUCATION FOR 20 YEARS AND HAS EXTENSIVE EXPERIENCE AS A SENCO AND SENIOR LEADER 78 teachwire.net/secondary