Do you know how memory affects the way your students learn? It might be more complex than you think! But there are some easy strategies to support your students’ memories and maximise their learning.

When we think about memory, we might think about our ability to recall facts for trivia, or happy moments from our lives (or the fact that it’s not as sharp as it used to be!). This is our long-term memory and it’s where all of the really important stuff is stored. What doesn’t often come to mind is our working memory. 

Working memory is where magic happens. It’s where we construct complex thoughts and learn new information. In fact, without it we wouldn’t have long-term memory. In the context of learning, working memory is key. When we understand how it works and how to best support it, we can maximise student learning. 

How working memory works

When we think, we draw on three key resources:

The Environment: this is everything outside of our minds. It’s external things like books, the internet, and information shared by others. The environment is an unlimited external source of information. 

Long-term memory: this is where our memories are kept. We have memories of key life events (episodic memory), factual information, like our times tables (semantic knowledge) and memories of processes like how to brush our teeth (procedural knowledge). Research has found that there is no limit to long-term memory, so it is an unlimited internal store of information. 

Working memory: this is where thinking takes place, it is the site of consciousness. It is where we hold and manipulate small amounts of information in our minds within short time periods. Working memory is limited in its capacity to approximately four to seven ‘pieces’ of information. This means there are only so many pieces of information you can hold in your mind at one time, so working memory is a limited thinking system.

Adapted from: Cognitive Load Theory in Action, Oliver Lovell

As illustrated above, these three key resources are vital in the process of learning, remembering and forgetting. When we learn we take in new information from the environment into our working memory. We then think about this information and link it to existing knowledge to help move it from our working memory to long-term memory. If we don’t do this effectively, the information will leave our limited working memory and be forgotten. Once information has moved to our long-term memory we can ‘remember’ it when we need to, but if this information is not retrieved often enough, it also may be forgotten.

This diagram also shows that working memory is the bottleneck of our thinking. When the limitless scope of the external environment and the limitless capacity of our long-term memory meet the limited working memory, there’s some congestion. Think about times when you feel confused, or overwhelmed by the amount of information you’re trying to take in, or like your head is going to explode – we feel this way because of our limited working memory. This phenomenon is explained by Cognitive Load Theory, where cognitive load is defined as anything that takes up working memory capacity. 

Intrinsic load and extraneous load

The aim of Cognitive Load Theory is to optimise how we use our working memory. So far, the research behind the theory points clearly to the recommendation to reduce extraneous load and optimise intrinsic load to increase learning. But what are intrinsic load and extraneous load?

Intrinsic cognitive load is connected to the nature of the content that needs to be learned. In essence, it’s what we want our students’ working memories to be engaged with. Extraneous cognitive load, on the other hand, is related to how the information is presented to students and draws students’ working memory away from the information that needs to be learned. For example, a student might be distracted by pictures on a worksheet instead of focused on the maths problem. Teachers should aim to minimise the extraneous load as much as possible.

In order for learning to take place, intrinsic load and extraneous load combined cannot exceed working memory capacity. Further illustrating the need to reduce extraneous load so this space can be allocated to intrinsic load, and therefore learning.

Working memory and student learning

Research has found that working memory is more limited in children, with capacity developing across childhood, reaching adult levels at approximately age 15. Individual differences in capacity also exist, although not in a substantial way. So in a classroom of twelve-year-olds, you might have some working with a capacity that holds one or two more pieces of information compared to others. 

On any given day, students will be faced with numerous demands on their working memory. New information, complex tasks, time pressures and changes to routine are all common in the classroom and can strain a student’s working memory. Some signs that suggest a student might be cognitively overloaded are:

• They appear distracted or are losing concentration easily
• They are forgetting – this might be forgetting what to do next, forgetting small steps in the process of the task (like rounding up at the end of an equation), forgetting what they’re up to and repeating parts of the task (like writing a word down twice)
• They are finding it difficult to following instructions and may need extra help to stay on track when completing a task

If you notice any of these signs, your student may be experiencing cognitive overload. To support their learning, you need to optimise intrinsic load and reduce extraneous load.

How to optimise intrinsic load 

In order for learning to take place, we need to optimise intrinsic load. Here’s how:

1. Sequential Instruction

Breaking down complex information into smaller, more manageable chunks can help optimise intrinsic load. Sequential instruction involves teaching content in a logical order, starting with basic concepts before progressing to more complex ones. This scaffolding approach allows students to build a solid foundation of understanding, making it easier to grasp more difficult material as they advance.

2. Scaffolding Techniques

Scaffolding provides temporary support to students as they learn new concepts. This can include using visual aids, providing step-by-step instructions, or offering worked examples. As students become more proficient, the support is gradually removed, encouraging independent problem-solving and critical thinking. By scaffolding learning, teachers can help students manage intrinsic load more effectively.

3. Pre-Teaching Vocabulary and Concepts

Introducing key vocabulary and fundamental concepts before diving into complex topics can help reduce cognitive load. When students are familiar with the terminology and basic ideas, they can focus more on understanding the relationships and processes involved in the new material. Pre-teaching ensures that students are not overwhelmed by unfamiliar terms and can better integrate new information.

4. Differentiated Instruction

Recognising that students have varying levels of prior knowledge and learning abilities, differentiated instruction tailors teaching methods to meet individual needs. By adjusting the complexity of tasks and providing appropriate challenges, teachers can ensure that each student is working within their optimal cognitive load range. This personalised approach helps all students progress without becoming overwhelmed or disengaged.

How to reduce extraneous load

In addition to optimising intrinsic load, extraneous load should be reduced to free up cognitive resources, allowing students to focus more effectively on learning the core content. Here’s how to reduce extraneous load:  

1. Clear and Concise Instruction

Clarity and conciseness in instruction are essential to avoid overwhelming students with unnecessary information. Teachers should aim to provide direct, straightforward explanations and avoid adding irrelevant details that can distract from the main points. Breaking down complex instructions into smaller, clear steps can help students follow along more easily.

2. Simplifying Visuals and Text

Visual aids and texts should be designed to highlight essential information without clutter. This involves using simple, uncluttered diagrams, bullet points, and clear headings. Avoid using too many fonts, colours, or background decorations that can distract and overload students’ cognitive processing.

3. Consistent and Familiar Layouts

Using consistent and familiar layouts in instructional materials and classroom settings helps students know where to find information and what to expect. This reduces the cognitive load associated with navigating new or unfamiliar formats. For example, worksheets and presentations should have a consistent structure, and classroom routines should be predictable.

4. Minimising Split Attention

Split attention occurs when students must divide their attention between multiple sources of information that need to be integrated, such as text and diagrams. An example of this is using a PowerPoint for a lesson with text on the slides, then reading the text off the slides instead of letting students read it themselves. To minimise this, teachers can integrate text and visuals where possible. For example, labelling diagrams directly rather than using separate legends can help students process information more efficiently. 

Understanding how working memory works is fundamental to understanding learning. By focusing on supporting working memory, rather than overloading it, you can support your students to learn  – moving new information to their long-term memory so they can build on it later.