I would like to go back to reviewing basic skills in all grade levels daily and coming out of our text books for good. The text confuses most students. The language is either confusing or not relevant for the skill needing to be taught. I do the basic math facts test daily. During our measurement unit I created a measurement fact sheet to cover for the last three weeks. My students did great. When I returned to the basic math facts sheets the students scores were okay but they had lost the 100 facts in 3 minutes. They were back to 100 facts in under 10 minutes. I hate to sound dated but Practice, Practice, Practice still holds true in the teaching of mathematics. They need to spiral back to all basic concepts to retain the information that we would like to build upon in the 5th grade.

math and memory

A strategy to support students in math that I have been successful with is the use of visuals. I have created visuals for metric conversions (ex; kg to mg) and used the upper case "G" visual with c/p/q's to help students remember cutomary conversions of gallons, quarts, pints, cups. Using visuals is a very strong strategy to assist students with abstract concepts. Once practiced, students can recreate the visual when taking a test to support memory. If visuals were consistent between grades, (ie; the gallon one) this would be very helpful for the students.
-Cheryl

Chapter 3

I think it would be beneficial for everyone to use the same math reference sheets. In third grade students use the same reference sheet for test taking. Perhaps this sheet could be utilized in the younger grades as well. The same layout/location of information on a sheet of paper could be used. The areas covered on this sheet could grow with the students as they develop a concept and concepts become more complex as grades go on. Students will be exposed to this at an earlier age and will be able to use this as a resource.



I feel that students need a solid foundation of math skills. They need this foundation before they can build upon and develop more complex skills. For example, they need to master simple addition skills before they are asked to multiply. Exposure to different topics in math may benefit students without memory issues, however, it may cause confusion and frustration with students that have memory issues.

Chapter 3

Children with working memory issues are likely to show difficulty with multiple step word problems. Once they have figured out the first part they may have forgotten to do the next steps. Many of our staff members have created problem-solving steps reference sheets and general math reference sheets. It would be great if we could bring them all together, share them and make some of them consistent from grade level to grade level. If we start using the same steps from the first grade on then children will be familiar with and will have over-learned the strategies and steps by the time they get up to the upper grades.

I think we in first grade do many good things that provide support for those struggling with math skills and poor working memory. My question is how do we accurately assess these students? Our current report cards says "S" is satisfactory with or without support. Does this mean we allow students with poor working memory to use visuals during common math assessments and if so, does this accurately portray how each individual is doing? Another example of this is a portion of our report card is "recognizes and counts coins". If I am allowing such students daily visuals to help them remember coins and their worth, are they allowed to use these for any assessments I report? It also goes back to what Allison said in her post about not allowing these supports during MCAS testing.

There are also parts of the Everyday Math that I think pose problems for students with poor working memory. There may be one lesson on Monday on telling time to the half hour but then not again until a week or two later. I feel that the math boxes alone do not provide enough reinforcement of the skills; especially with money and telling time. Perhaps this could be where the math specialist could come in. Having a math specialist working with a small group could really help these students.

Math...what works...

Students need to understand and use the proper vocabulary for each math unit being instructed. Without the understanding of these mathematical terms, it will be very difficult for students to progress and meet the standards. A math journal is useful for recording and storing this information. I provide a typed list of new words with their definitions for each chapter. The students keep this list in a sheet protector in their binder. They are tested on these words and incorporate them each day both orally and in writing. Math games are a brain booster in learning new concepts. These games energize motivation for learning in a healthy, competitive fashion. For example, I Have...Who Has...? Multiplication and Division is a great whole class activity. Math Noodlers is another creative, talented mathematical way for students to express themselves while problem solving.

Mastering multiplication facts is difficult for many. I have found some success in having a "math buddy." This buddy guides the student who needs additional support through each table. They use flashcards, counters, and dice to determine and master the correct products. Students are relaxed, and are learning in positive climate.

Manipulatives and real life experiences are more appealing than just utilizing the text book. Students are able to "see" the big picture and understand the process in problem solving. Acting it out. drawing a picture, and talking it through are just a few techniques in promoting understanding at higher level and critical thinking.

Chapter Three

In third grade, students learn that there are many different ways to solve multiplication and division problems. Each time a new strategy is discussed, I have seen teachers list the name of the strategy on the board or chart paper (as well as an example) so that students can refer back to it when needed. Many students have a preferred way of solving a multiplication or division problem, but if another student is sharing the strategy they used to solve the same problem, it is useful to have this list and an example to refer back to so that students listening can understand what is being discussed and have a visual to refer back to. It also helps students to continually see that there is more than one way to do math and encourages them to think about other ways to solve problems if they have finished solving a problem in their preferred manner.

Chapter 3 & 4

It seems that for students who consistently struggle to learn math facts, the rest of what they need to do and learn in math is likely impacted significantly if they are not supported in the right ways. This might not necessarily be because they do not understand more complex concepts or are not able to problem solve, but it might be because they can't get past the first step - often retrieving a math fact - of solving a problem. As others have commented, the use of math reference sheets, number lines, and tables are key in helping these students momentarily get past the facts and into the problem solving. It's just too bad we have those silly MCAS tests that don't allow kids to have these tools unless they have disabilities (and low working memory alone isn't a disability)...very frustrating!

Math

In 4th grade Gerri and I both use word problem notebooks. These notebooks have word problem strategies posted in the front of the notebook for students to use as a reference, along with the steps that they should take to solve the word problem. The students will use these notebooks all year to do their problem solving in. It allows students to see many different ways to solve word problems. It also reminds them of work they have done in the past and allows them to see the steps they took to solve it. As we know many students will revert to drawing a picture to solve a word problem but with this notebook students realize they have many options to help them solve a word problem. Students often look back in their notebooks and feel pride in their growth and hard work. In September students may only use a few words to describe their work, but by January and February they are writing many sentences to explain their thinking.

Chapter 3-4

For students in the upper grades trying to learn higher-level math skills, I use math facts reference sheets. This way they are concentrating on the steps/procedure they have to follow to do long division, versus concentrating on counting out their facts. There is one reference sheet for each math operation and the facts are listed in order and horizontally for each number family. Once the child completes each sheet(and it's checked), it can be laminated and used as a quick reference. This way, the child has done the work.
I also feel it's important to go over assigned calculation problems with the students. They become more invested in their work if they know someone will actually be looking at it. It allows the teacher to readily see where any errors occur. I also have them mark their own papers, making fractions out of # of problems & # correct - with a total tally at the end of the week. They don't always like to mark themselves incorrect, but they are certainly aware of how they are doing and seem motivated to improve.
Gail

Chapter 3-4

Chapter 3- Math

I feel Everyday Math in first grade has many great components to offer to students. It has hands on materials/manipulatives and many great visuals. It offers repeated practice of concepts through "Math Boxes" and "Home Links". It also provides fun, interactive games and lessons that are teacher & kid friendly. I feel the spiral curriculum works for most children.

However I do think that for those children who lack strong number sense, concept of numbers or who show signs of low working memory the Everyday Math program is not the best choice for them. Many concepts within the program are too difficult, and they are just not ready to learn them. I feel as teachers we need to be mindful of this and look at alternative approaches to teaching certain Math concepts to struggling students so they can be successful in Math too.

Math

What are we doing in Math that we should continue?



I feel that the Everyday Mathematics in grade one should continue. The spiral curriculum allows all students to review previously taught concepts on a daily basis, as well as providing a preview of upcoming topics which engage and challenge the students.



What should we change?

There should be full day Kindergarten across the district. This allows all students regardless of background to have access to a structured academic learning environment in order to set the strong foundation for future learning.

Kindergarten should focus on strong number sense and concept of number.

We should make a commitment to low class sizes especially K-3. This lower student to teacher ratio would ensure that all students had a clear,solid foundation in the area of mathematics on which all all other learning depends.

Time should be taken by adminstrators in each building at Open House stating the DISTRICT'S expectation for all learners and parents/guardians especially in the areas of mathematics and english/language arts.

Time should be taken by administrators in each building on the first day of school sharing the expectations for all learners and parents/guardians with all students.

We should increase expectation of student memorization of facts so as to build fluency and automaticity as we do with basic sight word knowledge in reading.

Library Time - especially the extra Monday class should be used for students to be working on computer drills in mathematics at their own level so that their fluency, automaticity, and knowledge increases.

Classroom teachers' grade levels should not routinely be changed just for change's sake. It takes time for teachers to become familiar with the standards at that grade level, the pacing of the curriculum, and MCAS. In order to be able to deliver high quality math instruction, teachers need to have mastered the above which will ensure their ability to provide explicit instruction. Teachers should be able to have many ways of delivering instruction using clear models and extensive feedback.

Professional Development should be provided by a person who is fluent in Math Education. This provides teachers with instruction on HOW to teacher various learners a given standard using various strategies, manipulatives, technologies, and resources.

Benchmark assessments should be developed at each grade level based on the frameworks which show a steady progression from grade to grade.

CHAPTER THREE

Chapter Three

It is clear from Chapter Three that working memory is linked to learning.   The authors state that measures of working memory capacity are excellent predictors of children’s academic attainments, especially in Math.

Let’s devote this chapter’s discussion to Math.   What are we doing that we should continue to do?  What should we change?  What can we do to support low working memory in math class?  Can we make the way we teach math more consistent from teacher to teacher and grade level to grade level?  If we were to support all children’s needs in Math class, what would such a program look like?

You are free to discuss any or all of the questions posed, or even pose one of your own.

Chapter 2

I use touch math to help students with number sense. Each number has "touch Points" that the children use so that they have a visual.
When working with money--- a nickel has one touch point, a dime has 2 and a quarter has 5. The children draw the touch points on their paper and count by 5's. Gradually the visual representation is taken away.

Chapter 2

In 2nd grade we ask students to memorize vocabulary words with our weekly whole class reading selections. To help children with weak verbal short term memory we can teach children use their s tronger visuo-spatial short term memory by teaching hand gestures to go with their vocabulary words. This is an example of one of this week's words, its meaning and its gesture.

Word conservation- Meaning protection of Earth's natural resources, plants and animals- gesture-cup hands as if holding earth

The children are introduced to the vocabulary words and their gestures on the first day and we use the gestures everytime we use the words from the story.

Chapter Two Response

When teaching students to multiply and commit their multipication facts to memory, it is very useful to introduce several visual strategies. One strategy is to have students draw or create arrays for the multiplication facts they are working on. Another strategy is to have students use known facts to solve unknown facts. For example, if a student is having trouble remember 6X8, have the student think of a fact he/she already knows. Most students are familiar with their 5's tables early on, so they may say that they know 5X8=40 and 1X8=8 and then add 40+8 to get 48. Having students draw these arrays and coloring an array for 5X8 in one color and an array for 1X8 right beneath or above it (skip no lines on graph paper) can be a great visual to show that the overall array is 6X8=48. Repeated use of this technique (as well as many others) can help students commit their multiplication facts to memory.

Chapter 2 ?

The visual model that I recently used in Math class seemed quite helpful for many to understand the meaning of division, in a picture. The top area has a large center bubble with an amount written in it such as $100.00 and then you draw lines coming out of it- below it would be the number of bubbles you are dividing that money into or by- such as 5 bubbles and then they can see that if you take the $100. and spilt it or divide it by all 5 people/bubbles, each would get $20.00. This seems so simplistic but we often forget that is exactly what many students need to see.

Chapter 2 ?

Students have difficulty remembering vocabulary words. We have them use index cards. The word is written on the unlined side. The definition is written at the top of the lined side. The student creates their own sentence to show the meaning of the word on one side below the definition, then draws an illustration of their sentence. Having them draw their own illustration helps them to "own" that vocabulary word. In math 4th graders are working on long division & struggle to remember the steps for the process. We use the mnemonic device D -M-S-Ch-B (does McDonalds sell cheese burgers). This is still too much for some students to remember, so I pair the initials w/ the corresponding math signs (+, -, x...) When they see the picture of the sign, they remember what to do next.

Chapter 2

This month in math class we are studying measurement. The amount of vocabulary and information to memorize is staggering for a 9 & 10 year old. Most students do well with the pace at which we revisit and learn new material. However, there are many students who are not developmentally ready to memorize the entire customary conversion table. I use two multiple intelligence strategies to solve this problem. The first is through storytelling and the second is through a hands-on manipulation of the units of measurement.

1.) I created a poster that tells the story of "The Land Of Gallon". The Land of Gallon has Four Queens, each Queen has a Prince and a Princess, each Prince and Princess has two Children each. Students love this story. i see them using it all the time.

2.) Students create "Gallon-Bot Man". Capacity is often a tricky concept for kids to remember. Gallon-Bot Man is a fun way for lids to remember how many cups are in a pint, how many pints are in a quart,etc... We use him as a study guide that is pieced together in sections to learn customary conversion of capacity. Big hit with fifth graders. Also, I tie in a writing assignment as well. They must create a character and story to go along with their figure. It helps to personalize the information and make it easier to remember important information.

chapter 2

In order for students to gain understanding in learning the strategies of multiplication, it requires numerous lessons providing various manipulatives. Students needs to "see" how multiplication works! Drawing arrays and using symbols as the factors to determine the product helps in visualizing this mathematical process. Writing and illustrating multiplication stories, as well as, incorporating the proper vocabulary is also beneficial. Multiplication is a learning process that needs to be taught and not merely introduced. Students will learn the rules and how to take the proper "short cuts" in obtaining the correct results. Understanding and mastering the rules of certain tables is essential. Any number multiplied by 0 is always 0, any number multiplied by 1 is always the other number. Knowing that the 2's table is repeated addition, and knowing how to square a factor helps the learning and understanding process. It is not just memorizing the flashcards. The nines trick is helpful to all learning styles. Using counters and dice is also essential for learners to visualize the outcome. Flashcards are needed, as is, verbal response. Chanting and listing the first 12 multiples of the tables is constant reinforcement and a productive way to open up a math lesson. Constant revisiting and setting up a center for math facts has been successful. There are various picture books to read aloud and for students to enjoy when introducing multiplication and throughout the unit.

Ch. 2 Response
An activity that involves memorization is learning the meaning of vocabulary words. Students w/ weak verbal short term memory would benefit by drawing simple pictures of each vocabulary word. This can be done on index cards or large paper, where students also include definition and a sentence. Students think about the word while they are creating the drawing and also can take a mental snapshop of the picture to help them remember the meaning. Another version is to draw a more detailed scene which includes more than one vocabulary word, then the student w/ a stong visuo-spatial memory is able to recall the picture and in turn, determine the meaning of the word. - Cheryl C.

Letter formation

When young children are learning the proper letter (and number) formation in handwriting, which, in essense is memorizing the motor patterns, there are a few strategies I have used that utilize visuo-spatial short term memory.
1. instructing students to "air write" when introducing the letter
2. repeated writing of letter on chalkboards using colored chalk. After a pre-determined amount of time, students will rotate around a table, to repeat the process using a different color. Monitoring is necessary to ensure proper starting point.
3. tracing the letter in sand or salt
4. with partners, students use their finger make the letter or number on their partner's back
5. using scented markers, students trace the letter in various different scents, creating a rainbow scented effect.

The repetition of these activities help students memorize the proper way to form letter and numbers.

In first grade, students are required to learn/memorize 100 basic sight words. Strategies which I use to help students memorize these words are as follows:

1. Monday - put up 1 new sight word. Read it. Discuss its meaning. Use it in a sentence. Say the word again. Clap 1 time for each letter in the word as you orally spell the word. Air write the word as you orally spell the word. Write the word. Repeat for 4 other sight words. Leave words posted on the whiteboard in front of the classroom for the rest of the week befor moving them to the word wall for the remainder of the year.

2. Tuesday - Thursday - Repeated choral readings of all 5 words. Vary the order of the words.

3. Tuesday - Rainbow Writing - Students choose five crayons and write the sight word 5 times as they say each letter and repeat the whole word. For example, write cat in orange as you say c, write the letter c, say a as you write it, and say t as you write it. Repeat the above steps in 4 separate colors while tracing cat already written in orange.

4. Wednesday - Write each word 3 times each. Use each word in cloze procedure. Supply missing letters to boxes representing size and amount of letters in each word.

Hopefully linking the visuo-spatial short term memory(air writing, repeated crayon writing, clapping) to the verbal act of repeating letters and words will increase long term memorization.

Question # 2

Young children learn the alphabet by memorizing it. Parents and teachers help children learn it by singing alphabet songs, exposing children to alphabet books that display a letter and picture of something that starts with the same letter (for example: "A is for apple") and by writing the letters in the alphabet. In classrooms teachers have charts displaying the alphabet and pictures to go with each letter.
Once children have memorized the alphabet they may not need to rely on picture cues and/or songs.
This may seem like a simplistic example of an activity that involves memorization, but it is an important one.

Chapter 2

I find it easier to pair learning classroom rules with movement or physical cues. For example my student are familiar with "give me 5." I will hold up 5 finger when I say this. From the beginning of the year student have been practicing what the "5" are and display the characteristics with only this verbal cue. Since September we have rehearsed that the Give me 5 are eyes watching, ears listening, voices quiet, bodies still, and raise your hand if you want to share. All of these directions are paired with a physical movement by the student and cues by the teacher. There is also a visual poister with pictures displayed in class. When eyes are watching they point to their eyes, ear listening they cup their ears, voices quiet they put a finger to their lips, bodies still they hug them self, and raise your hand they put their hand in the air. This is rehearsed each time it should be demonstrated in the classroom( such as circle time, story time, or instructional time). The demonstration and physical movements are gradually faded out and the students have now memorized what behavior is expected at particular time. It is also easy to redirect children by simply making the physical movement to remind them of the behavior they should be showing. For example if a student is speaking a teacher can establish eye contact and place their finger over their lip and cup their ear. This will tell the student what they should be doing without having to verbally state it, call the child's name, or disrupt the lesson. With practice and movement it is now easier for the student to remember all 5 steps.

The authors suggest that individuals have a "single limited pool of mental resources that support working memory" and "that working memory activities that include difficult processing leave fewer resources to support memory storage". This is truly evident in math word problems. My child reads each word but cannot ferret out the important details so it seems that after about the first 5 or 6 words he is only speaking the words out loud and not comprehending what he is reading. By the time he gets to the actual question sentence he has forgotten what he just read in the sentences before. As a help, I have him try to look these problems not as math but as a mystery where he can look for clues. Now when he reads aloud a problem, any number he sees he says it louder than the other words, which I imagine would be a form of rehersal. After reading through the problem he then goes back and writes down the numbers (what we call facts) and trys to write out the problem. Hopefully by writing down the information it may free up his "limited working memory storage". Unfortunately this process still requires a few prompts to make it happen and this is only in preparation to do the actual problem. It seems that even a simple math word problem is really quite complicated when you break down into individual processes and can see how it can overload a child's working memory just in the details and how information gets pushed out when they search out what steps to take next.
Back in the 60's we learned the multiplication tables in 4th grade. I vividly remember the flash cards and to this day see the image of the cards in my head. I believe the book calls this semantic or stored memory. I don't remember ever learning why 8X8=64, it just was. What was also good was by having the total image of the each multiplication fact memorized it help in remembering the relationship of the numbers which meant that that learning division wasn't really a learning new process, it was just recalling abd re-using longterm memory.
To the question, would memorizing the multiplication tables inside and out, backwards and forwards, so the information becomes longterm memory in a visuo-spatial way, thereby freeing up the child's working memory for the "deciphering the question" be too much for a third grader who struggles in math? We have worked with the cards but have never pushed too hard.

Chapter Two Question

Short-term memory can be divided into verbal short-term memory and visuo-spatial short-term memory.  Very young children tend to remember through visualizing, but at around 7 years of age, many children begin to remember things by their name instead.  At this point, they can begin to use repetition (what we often call memorization) to move information into long-term memory.  However, not all children develop this ability equally. 

Give a specific example of an activity that involves memorization, and describe how students with weak verbal short-term memory might be helped to memorize through the use of their stronger visuo-spatial short-term memory.

Chapter One

Gerri and I did discuss the problems with teaching students long division. I always use the "D,M,S,C,B". I require the students to check off each step as they go along.
Another area that I often see students struggling with is learning to multiply larger numbers. (3 digit by 2 digit) The students always get confused because they have to multiply the ones digit and then they have to multiply the tens digit too. What I found myself doing on the whiteboard was using a sticky note to cover the tens digit while we were multiplying the ones digit and then switching the sticky note over to the ones digit while we were multiplying the tens digit. It worked so well on the board that I gave the students a sticky note every day we practiced and they were able to remember what number needed to be multiplied 1st. It just allowed them to focus on one number at a time. Students with low working memory are not able to manipulate the numbers in their head and remember the steps involved in multiplying larger numbers. This simple task really helped each student learn the procedure quickly.

Chapter One

During phonics lessons I provide the students with a magnet board (it is set up like a folder and has letters on one side and is blank on the other) and letter tiles. We typically begin the lesson by saying the alphabet and pointing to each letter as we say it. I instruct the students to place three letters on their board. For example put d, i, and m on the empty side of the board. Students blend the word by saying each sound and then we read the word together. I then have the students begin to manipulate the word such as put the letter e at the end of the word. What word did you make? I will then ask them to change the /d/ sound at the beginning to the /t/ sound. I will then ask them to sound out the word and read it. Sometimes I will give them the name of the letter to change such as change the m in time to the letter d (tide). Then I will ask them to spell, sound out and read the new word. This helps students with working memory issues because they only have to remember one letter or sound instead of a whole word.

Chapter 1

I introduce new vocabulary words each week. These words are often new to my students, and they come from various content areas across the curriculum. In order for the students to achieve success in mastering the proper definitions, I implement a series of mini-lessons during the week. One consists of brainstorming a list of synonyms and antonyms for each word. I record their responses on the white board, but later erase. Students use and hear the words in a complete, detailed sentence each day. They recognize the part of speech while hearing and using it in a sentence. A lesson they seem to enjoy is illustrating each of the vocabulary words. They share their illustration with a partner and use their drawing to write a sentence. However, after reading this chapter has humbled me and will allow me to revisit the style in which I introduce weekly vocabulary. Students who struggle with low working memory may face less of a challenge having 5 words introduced each day over a 3 day lesson. Also, having the words displayed on chart paper, with the defintion, part of speech, and used in a sentence may be benenficial to the students. Seeing the words in print throughout the day may be an advantage for those who have difficulty retaining information.

Chapter 1 response

The first thing that came to Bonnie and me was the huge working memory task that we're currectly teaching- long division. Sorry Bonnie if I post this sooner than you, but we did discuss this at length and I think it is a great example.
We are asking students to divide, multiply, subtract, compare and the regroup the digit and continue this until the problem is complete. Not to mention that it is a mathematical process that is done left to right, when for the most part we always teach math processes from right to left. Of course you all probably remember or have heard of the "Does Mcdonalds Sell Cheese Burgers?" device to help them remember each step; D-divide, Multiply, Subtract, Check/Compare, Bring up or down next number"
I think that the class poster will help some to see the visual model/instructions daily as well as insisting they put these letters beside each long division problem so that they have to use the letters and check mark next to each as they complete that task. I am interested to see what others think would be helful to those who seem to have working memory difficulty.

Chapter one

An academic task that would pose difficulty for a child with low working memory would be subtraction with regrouping or addition with regrouping. The many steps that the children have to remember to do, while doing computation make this task difficult.

When teaching this concept, we always begin at the concrete level with just using the place value blocks and slowly move into the written task. Still many children, low working memory or not, struggle with remembering what to do first.

To help the children remember the steps I attempted to create a song that would help them remember what to do when they needed to regroup to get more ones. I used the song "Ballin the Jack" as a melody. This is what we sang...
First we cross the tens out and we write one less
Then add ten to the ones place and your ready to subtract

When the kids sang these two lines it seemed to help them remember the first two steps and then they could continue with the algorithm. I have found that whenever I add a rhythm or song to a memory task, we seem to remember it better.

Chapter One

When working with a student with low working memory on the concept of elapsed time, the student had difficulty when given a start time and then asked what time it would be in 2 hours and 25 minutes. The student was able to elapse time in hours, but would forget how many hours she had elapsed on her plastic clock (had she elapsed one hour or two). The student would try writing down the start time, say 12:00, then 1:00 when she elapsed one hour on the clock, and 2:00 when she elapsed 2 hours on the clock, but this began to confuse her as well. In thinking about low working memory, instead of using just one clock, we used multiple plastic clocks. The student put the first clock at the original start time (12:00), the second clock she moved ahead 1 hour (1:00), the third clock she moved ahead one hour (2:00), and the fourth clock she moved ahead 25 minutes (ending at 2:25). Having multiple clocks allowed the student to keep track of the elapsed time and store the last stopping point in her working memory and work from there. The clocks used also had five, ten, fifteen noted at each five minute interval.

My 5th grade math book introduces a large number of math vocabulary words at the beginning of each new chapter. I do not go over all the new language at the same time. I wait until the lesson begins and do a minilessson on the vocabulary words needed for the underlying concepts being introduced. Words like “same and equal” are familiar to them but polygons that are similar and congruent are new pieces of language/information needed to answer the questions being asked of them.
The text asked students to distinguish between similar and congruent vs. non similar and non congruent shapes. The lesson assumes that there some prior knowledge. Tapping into prior knowledge is essential for understanding of the lesson.
At first students were having difficulty with the language. Once I began referring back to familiar words like same and equal, students were able to make the connection to prior knowledge of this language, and then they attached the meaning of these words to this new language. Once the connection of familiar language was made same/similar and equal/ congruent students became very comfortable using it throughout the lesson.
After reading chapter one, I would introduce new vocabulary and definitions by using a multiple intelligence approach for each new word. I would use his strategy is hopes that the information gathered in the working memory transfers to the long term memory.
Multiple Intelligence Strategy
1. See the word/definition
2. Hear the word/definition
3. Say/Sing the word/definition
4. Write/Draw the word/definition
5. Become/Act out the word /definition

Chapter One Response

After reading Chapter One, I began thinking about activities that involve working memory and possible ways to modify them. I thought about a practice activity that we do in math class as a way to help strengthen working memory. At the end of class, we do a short mental math activity, where we'll give 3-4 short instructions that students need to follow in order to come up with the correct answer. For example we may say:
-Take one dozen
-Divide that by 2
-add 7

We will repeat each step at least twice and take long pauses between steps to accomodate various levels of processing speeds.

It occurs to me that although we try to accomodate various learners, it may be too much for some learners. After reading this chapter, it appears that although the directions are very short, it may be too difficult to hold on to the number and listen to the next direction. One way to modify this may be to write each step on the board so the student can have a visual to correspond with the auditory directions.

Chapter 1 Response

While it may not be purely "academic" in nature, following directions is necessary for students at all grade levels throughout the day and usually several times per hour. Working memory is required for following directions, particularly multi-step directions given verbally. In the many observations I've done at multiple grade levels, I've rarely (if ever) come across a classroom where every student was able to follow a set of multi-step directions without some kind of additional support.

In chapter one, the authors discuss how long-term memory can support working memory, which may be one way to improve students' ability to follow certain sets of multi-step directions without making errors. Take for example, the set of directions teachers might give prior to sending students off to math class at the higher grade levels: "Write your ELA homework in your agenda, put away your ELA binder, take out your math binder and math book, get a pencil and pen for correcting, get out some graph paper, and go to math." Many teachers might break these down and support students at certain steps (checking their agendas to make sure ELA homework was written down, for example), while other teachers might assume that students would know by now what they needed for math and eliminate the instructions all together. For most students, this is probably true...they have already gotten the routine down. However, for those who struggle on a daily basis to transition from one class to another and without fail forget one or more of the instructions, they might benefit from the use of additional strategies. One strategy that might help would be to use their long-term memory by teaching them (and the whole class) a mnemonic device, rhyme, or other trick that with some whole-class rehearsal and visual cues (checklists on the door as they leave or on the board) could be committed to long-term memory. That way, each day when it is time to go to math, the teacher can cue their long-term memories with that rhyme or other device, and they won't have to rely solely on their ability to keep those steps in working memory.

A daily academic task required of students in first grade is decoding words. A student with low working memory might be challenged due to the fact that the student needs to keep each individual phoneme in his/her working memory as he/she works to blend them.

For example, in decoding the word "cat", the student would have to decode and keep the three phonemes of /c/ /a/ /t/ in his/her working memory and then blend them.

The task might be changed by repeatedly instructing students to blend words in the following way:

1. say /k/
2. point to "a" and say /a/.
3. go back to the beginning of the word and say /ka/ as you slide under the "ca"
4.point to the "t" and say /t/
5. then say /ka/ /t/
6. then /kat/
7. finally read cat

Can't wait to read & discuss. Gail

Part of the Everyday Math curriculum in first grade is teaching students how to count the value of coins beginning with adding pennies and nickels, and eventually adding on dimes and quarters. This can prove quite challenging for students with poor working memory because I am asking them to recall the value of each coin presented, then to remember how to count up by 1's, 5's, 10's, and 25's. For example, students are asked how much 3 dimes, 2 nickels, and 3 pennies are worth. In Everyday Math this is presented to them two different ways- with actual pictures of coins (sometimes showing the back, sometimes showing the front) or as:
D D D N N P P P (with the D = dime, N= nickel, etc.).
Most of this is done orally, with me demonstrating on the overhead how to count on. We also do daily oral counting by 5's and 10's by chanting.
For my students with poor working memory, I am now going to have a small "cheat sheet" for them to refer to at their desks. This will show front and backs of all the coins as well as the letter it represents (D, N, P, or Q) AND the value of each coin. I will also have them write down under each picture of the coin(s) how much it is worth, so they can go back after and count up. This way they won't need to remember how much the dimes were worth, how much the nickels are worth, and then how much the pennies are worth. For examle, for the previous example, I would have them write 10, 10, 10, 5, 5, 1, 1, 1. Then the student could go back and count to see how much money they have.

Chapter 1: Question & Discussion

A task I ask my students to do is a spelling word sort. This is an independent task done weekly during literacy centers. We have been doing spelling word sorts since November and many of my students are familiar with them and the directions as to how to do them. However, for some of my students who show signs of having low working memory, each week this task poses a challenge for them because they do not remember the multiple step directions and in which order to do them to complete this task.
In order for these students to be successful in doing this task I help them by writing the directions on the board using simple wording. (1. cut 2. sort by (ch/wh) 3. glue) along with the direction I also use picture cues. Another way I help them is by making a directions check list for their desk. They can check off a box as each direction is done. Finally, I always check in with them during the task to make sure they are on task and understanding what they are doing.

ch 1 disc question response

A task I recently asked my students to complete was from a spelling worksheet and it involved reading across a row of 4 words then identifying the word that did not fit a pattern. Originally this was a homework assignment that we were reviewing in class the next day. I did not anticipate the amount of confusion the students experienced. Prior to reviewing the assignment, I broke the instructions down even further than what was written on the worksheet.
Specifically, the instructions I gave were:
1. read the 4 words in the row. 2. highlight the word endings (-ed, -s -ing) 3. identify the spelling pattern 4. cross out the word that doesnot fit the pattern.

This task involved working memory because the students had to remember what the endings of the 4 words were and that they were looking for the word that did not fit the pattern then cross out the one that didn't fit.

I simplified the task by having them highlight the endings. We completed the entire worksheet as a group. In order to make this an independent task, I could have added another step. After highlighting the endings, the students could write down the ending (-es, -ing, -ed) that appeared more than once ("the pattern")in the row. Then, go back and find the word in the row with the different ending.

By writing down what the ending pattern is, students don't have to hold it in working memory. It is now written on the paper so they can compare the words to it.

Another simplification would be to model, on the board, what the task is (ie; what the row should look like) with endings highlighted, the pattern written down, and 1 word "x'ed" out. This way, if students forget, they can look to the model on the board.

Chapter One

Now that you have read Chapter One and perused the summary I provided, here is the first question.

Briefly describe an academic task that involves working memory (manipulating information in short term memory) that you might assign to your students.  Identify the parts of the task that might challenge students with low working memory.  How might the task be changed so that such students are supported and can be successful with this task?

Please post your response separately from this post.  Then read the other participants' responses and choose at least two to comment on.  Click on "Comments" under their post.