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.
6 comments:
I completely agree Allison. Following directions is something that is essential to every aspect of life. Some students(and adults) have difficulties in this area. One thing that I've tried to do with some of my students is to create a checklist that is attached to their desks. For example it may read: "For ELA I need: White binder, Spelling book and Wordly Wise book." This way they have a visual to accompany the auditory reminder that it's time to get ready for ELA, Math, etc.to help remind them. Another area of difficulty seems to occur at the end of the day when trying to organize their materials to take home for homework. The students may have written their assignments in their agenda, however when it's time to collect the appropriate materials to complete those assignments, some students experience difficulty in being able to remember all the necessary items. I have tried to develop an accompanying sheet to help with this. We affix this sheet to the front of their green(take home) binder each day. It has a place to write each subjects homework for the night, but it also includes a column on the right hand side of the paper entitled "What I need to bring home." They can look down the list and collect the appropriate materials. Hopefully this helps the students to visually see what materials they need, instead of trying to keep all the information in their working memory while trying to pack up at the end of the day.
In the lower grade levels we start on day 1 trying to establish routines in our classrooms. These routines begin to teach students how to follow directions. In my classroom, I have a morning routine and an end of the day routine. The morning routine prepares students for the day and includes such tasks as hanging up coats/backpacks, answering lunch question, sharpening 2 pencils and doing morning work. The afternoon routine includes doing classroom jobs, packing up, making sure they have their blue communication folder which should have their homework in it, putting up their chair and getting into the correct line for buses or parent pickup/YMCA. Even though we have been doing this for about 100 days now, some children still struggle with the routines. To help them, I have made visual cues with pictures to help them remember what they need to do during these times. By doing this now at the lower grade levels I can only hope students carry the concept of routines and following directions with them into the upper grade levels.
Allison,
I completely agree with you. Setting up visual and auditory cues for students who transition has been absolutely necessary for success in the classroom.
I have also started handing out tote bags for my math students to help them keep all material within arms reach. It has worked wonders for students with attentional concerns. They feel successful and it shows.
Chrissie
I have seen so many great visual cues at Bryantville in the different classrooms I am able to visit. I love the idea of coming up with a mnemonic device or rhyme as well since for some students the visual cues and repition of these daily routines is not enough.
I love the idea of using a ryhme or chant to help the children remember that they need for their next class. It is something that the whole class can do and benefit from.
I also agree and wonder if we could actually share some of the current visuals that are being used from one grade level to the next consistency would be sooo helpful in order to provide as much support to the needy working memory kiddos...and me!
If anyone thinks they have particularlly helpful ones, could you brng them to Mondays meeting?
Post a Comment