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Understand how cognitive load affects neurodivergent students, like those with autism, will improve how you teach…

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Guide To Memory (CPD Slides) by @TeacherToolkit

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Beginner's guide to all you need to know

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Beginner's guide to all you need to know

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Helping teachers access neuroeducation 🧠 

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A Beginners Guide to Memory by @TeacherToolkit

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Understanding working memory in the classroom

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Understanding working memory in the classroom

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questions for teachers

1. How do teachers adapt tasks to account for the limits of working memory?

2. Are teachers aware of the cognitive load imposed by their instructions?

3. How can teachers create more structured and distraction-free environments in the classroom?

4. Do teachers use retrieval practice strategies, such as low-stakes quizzes, regularly?

5. How do teachers help students organise and prioritise information?

6. How do teachers incorporate dual coding to aid memory?

7. How can teachers better support students with weaker working memory?

8. How do teachers ensure that instructions are clear and broken down into manageable steps?

9. How do teachers measure improvements in working memory through classroom activities?

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Understanding Working Memory in the Classroom

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How working memory capacity, storage, and control impact classroom learning and behaviour; an important summary for teachers.

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Reflection questions

1. Are teachers giving too many instructions at once?

2. Do lesson materials include unnecessary details that might distract students?

3. Are worked examples being used before independent problem-solving tasks?

4. How is instruction adapted for novice versus experienced learners?

5. Could classroom displays or resources inadvertently add to cognitive overload?

6. Are students given opportunities to consolidate knowledge into long-term memory?

7. Do teachers actively reduce the need for students to split attention across different sources of information?

8. Is feedback tailored to help students focus on the most critical aspects of their learning?

9. How often do teachers revisit prior learning to strengthen long-term memory retention?

10. Are strategies in place to help students connect new knowledge to what they already know?

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Learn how cognitive load theory helps teachers reduce memory overload, improve retention, and design effective classroom strategies

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Memory retrieval in the context of teaching and learning

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Memory retrieval in the context of teaching and learning

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Questions to reflect on:

1. How do you support students to structure their knowledge in lessons?

2. Are students encouraged to make connections between topics?

3. How could retrieval practice be used more effectively?

4. How does cognitive overload impact recall in different subjects?

5. How do you support knowledge retention for SEND students?

6. Are students using effective organisation strategies for revision?

7. How can teachers integrate schema-building into their lesson planning?

8. What changes could be made to improve retrieval-based learning?

9. How does executive function impact students’ ability to organise knowledge?

10. What professional development opportunities could help teachers?

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Memory Retrieval in the Context of Teaching and Learning

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Memory works like a wardrobe—well-organised knowledge improves recall, while cognitive overload leads to forgetting.

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Unlock effective learning with 10 memory strategies for teachers, parents, and students based on neuroeducation research.

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Unpacking Metacognition: 7-Step Guide for Teachers

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Leverage the power of metacognition. Equip your students with the understanding and tools to actively engage with the learning process.

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An even easier beginner's guide to cognitive load theory with resources

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An even easier beginner's guide to cognitive load theory with resources

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Dual Coding is a research-backed learning strategy that enhances student understanding by combining verbal and visual information. By presenting concepts in both words and images, students process information through two cognitive channels - verbal and non-verbal - improving their ability to retain and recall key ideas.

Cognitive psychologists have identified six highly effective learning strategies for improving long-term memory, and Dual Coding is one of them. This approach is based on the idea that when students see and hear information simultaneously, they have two ways to encode knowledge, making it easier to retrieve later.

Key benefits of Dual Coding include:

Enhancing memory retention – Students remember information better when it is presented visually alongside text or speech.

Reducing cognitive overload – Well-structured visual representations prevent working memory from becoming overwhelmed.

Supporting all learners – Dual Coding helps students of all abilities by providing clear, structured ways to process complex ideas.

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🧠 How Does Learning Happen, Anatomically?

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Learning is a complex process; it’s not something you can determine in one-off lesson observations or from a ‘quizzing’ during a deep dive…

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Developing neuroscientific literacy for teachers

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Developing neuroscientific literacy for teachers

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Developing Neuroscientific Literacy for Teachers

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How do we improve the cognitive scientific language of our teachers? ‘Neuroeducation’ will soon ripple through the teaching profession .…

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Prepare a resource to share with the rest of the staff.

1. What? idea have you been deliberately practising?

2. Why? have you chosen this idea? Why do it that way?

3. How? did you introduce the idea? How does it work (or not)?

4. What if? this worked in another subject area? What would you recommend?

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You searched for working with neurodiverse - TeacherToolkit

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Post-CPD - Study Skills for Waltham Forest