Learning Difficulties
Working Memory Difficulties
Reduce how much pupils must hold in mind at once, and provide external supports so instructions and information are not lost.
Whole-class strategies
- Give one instruction at a time and keep them short and specific.
- Write or display multi-step instructions so pupils can refer back to them.
- Ask pupils to repeat instructions back to check they have held them.
- Chunk information into small, meaningful pieces with pauses in between.
External supports
- Provide checklists, task cards, and visual timetables.
- Use word banks, number lines and worked examples that stay visible during tasks.
- Encourage the use of jottings, sticky notes and 'brain dump' paper.
- Let pupils record instructions on a device or use a recorded reminder.
Reducing the load
- Simplify the language of instructions and questions.
- Reduce copying and note-taking demands.
- Build in over-learning and frequent, low-stakes review.
- Allow extra time and avoid asking pupils to multitask.
Do
- Repeat and rephrase key information often.
- Keep supports visible throughout the task.
- Check in regularly during longer activities.
Avoid
- Don't give long strings of instructions at once.
- Don't assume forgetting is not listening.
- Don't remove prompts before the pupil is ready.