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When planning a lesson, it is always important to set the objective and ensure that you also have a pre-requisite of what the student know prior to the lesson.
If the student doesn’t know/remember, teach or recap. No point planning lessons way in advance because it is different in T&L where you cannot have cookie cutter lessons.
With a student having prior knowledge to what you are going to teach that day, you are able to build on what he/she already knows and it would be easier for new knowledge development. This makes the lesson also more enjoyable and easier to digest for the student.

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Topic: Comparing Numbers 10 to 20
Attention: Hands-on activity by using manipulatives or link cubes to show the numbers
Perception: Recap numbers learnt (1-10)
Rehearsal: Conduct activity 5mins at the start of lessons. Repeat same activity.
Retrieval: When they do worksheets, get them to recall the activity that was done.

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I learnt that we should take into consideration our student’s understanding, prior knowledge and if they are equipped with the necessary pre-requisite skills before introducing a new learning material.

And after learning about how the memory skills works and compliment each other, I’d consider these factors too in order to better support students learning.

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It is very important to know the student's prior knowledge as this serves as the foundation on how they would connect and make meaning to the learning. Take effort to read their previous year IEP progress report in depth.

With that I can apply the Cognitive Processes in a more relevant manner for the students. As he/she could connect the lessons to their prior knowledge.

When the above is successful delivered, I hope I could reduce cognitive load.

And of course, I hope to see a happier and more engaged group of students.

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Avoid overwhelming the students with heavy cognitive load by strategically targeting their sensory and working memory while incorporating the different cognitive processes.

Attention: I always try to introduce materials or manipulatives of high interest in my teaching so as to capture my students’ attention. One example is to use sensory objects to teach because majority of my students enjoy hands on activity that stimulates their senses.

Perception: Taking into consideration every child has got different prior knowledge within a class, I do up lesson plans together with my co-Teachers for unfamiliar/new topics that we will cover in class. However, personally, I always struggle with giving simple yet structured instructions in my teaching and this is something that I am still working on. Changing the way I present the instructions to my students will definitely be something that I will explore.

Rehearsal: I always believe that repetition and constant practice help not only children with special needs, but also adults, in remembering unfamiliar topics or concepts. What I would improve in this aspect, is probably to facilitate my students in maintaining rehearsal throughout the day in school rather than just only during a specific period/activity of the day. I would also change my teaching in a way that I connect unfamiliar topics or concepts to what they already know. For instance, if I were to teach the concept of ‘fast’ (which is something new to the students), I can associate ‘fast’ to different vehicles (which is something they already know and also of high interest) and slowly build upon it.

Encoding: The above rehearsal ways to help my students learn and remember are closely linked to the different strategies that promote meaningful encoding. Apart from schema activation and elaboration, I would impose order in the new topics/concepts that I will be teaching them.

Retrieval: Of course, there has to be a continual effort in facilitating my students to associate what I am teaching to what they already know, helping them to reach the stage of automaticity.

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It was interesting to hear everyone's sharing on their favourite photo and how it was related to what we are going to learn today which is knowing how more on memory skills and working memory. I also learnt that the cognitive processses of a human memory model comprises of attention, perception, rehearsal, encoding and retrieval. The video that was played during today's lecture also helped me to understand the theory that incorporate explanation/ illustrations and drawing.

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Siew Foong
1. Before learning activities , it is important to activate schema(check on prior knowledge)
2. As students with special needs have very short attention span ,  we must grab hold of their attention at the beginning of and during the learning activities.
3. During learning activities , we must be mindful that maximum chunking items that students with special needs can take is  2 - 3 items.Help them make sense and connecrion of what they learnt via encoding strategies.And keep repeating with them until reach automacy.

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Today's lesson gave a clearer view of how our human brain works. For my lessons, I think it is important to link my lessons to what the pupils know, it easier for the students to understand and remember. It is also important to know what the child prior knowledge is, in order to build on the child prior knowledge. To prevent cognitive overload it is important to break tasks down so my lesson could be in broken into parts especially for P1 students  for example teaching just 7 phoneme sounds first for the first lesson.

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Subject: Math
Topic: Multiplies of 9
Attention: Teaching using songs, hands and listing
Perception: Using manipulatives to ask the pupils to show show how to group items into groups of 9 (accessing their prior knowledge of other multiples and grouping that they were taught)
Rehearsal: Using "I do, we do, you do" for rehearsal for listing using a strategic method of listing "I do and we do" or using hands the teacher demonstrates and pupils do it together. We can repeat a few times
Encoding: "You do" students will demonstrate how to list or use their fingers and answer some simple multiplication questions to expand their existing schemas of the 9 times table.
Retrieval: Mini quizzes or activity book questions for the pupils to assess if they forgot or is able to retrieve the different strategies for the multiples of 9.

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Subj: Maths
Topic: Multiplication

To inculcate sensory in this topic, we can use manipulatives or blocks to show them the difference between 2 grps of 3 or 3 grps of 2.

To gain their attention during the lesson, usage of videos is gd. By rehearsing, they can retain their timetables better.

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Peh
In stead teaching the contents, get the class to share something that they can relate to, is important. Link  the activities to the contents that we want to teach will help to transfer the knowledge to long term memory and stay there for long. Unless there is retrieved failure, the knowledge will form the basis for other future knowledge. It will be nice if we can have some tool to differentiate the reason for student's forgetfulness is due to retrieve failure or information have never reach long term memory.

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I will be taking into account the different cognitive processes that the student go through. Example on how to also input sensory processes around the lesson, the idea of increasing attention, creating meaning and also get them to rehearse what they have learnt. To also provide more opportunities for the student to present what they have learnt.

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Subject: Daily Living
Topic: Self-Grooming (Toothbrushing skill)

Sensory: Colour of Toothbrush, Sink, Mirror, Cup (Sight), Toothbrush paste, Water (taste), Time of the day (Morning, After Snack)
- Cognitive Process: Attention and Perception
- Working Memory: E.g After Snack, Dirty Teeth = Need to clean
- Rehearsal and Making Meaning through Encoding (Organization: Steps of brushing teeth)
- Long Term Memory: Automaticity of skill
- Retrieval of brushing teeth (e.g. How many times a day do we brush teeth?)

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I have learnt that it is important to connect to what the child already knows. For that, I should explore on what is their prior knowledge. To then, facilitate this information to be encoded for them to bring it to long term memory. To remember to plan lessons so that students are able to pay attention and ignore irrelevant stimuli.

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I will be more intentional in providing opportunities for the students to rehearse learnt concepts or skills so that the memory is retained. This could be done by linking concepts to what they already know or building on their prior knowledge.

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I learnt that I was better to link things when it was visual. Hence I will use visuals with my students when appropriate and help them to memorise things better and tap on their imagery memory, teach via rehearsal and visual.

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Sim2
Now that I understand better how our brain works, I must always check for prior knowledge. Also, I must not be impatient because every student has a different runway length, and that our working memory really cannot handle too much information at one time. So I need to take the age and learning Capacity of each child into consideration.

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Subject: Mathematics
Topics: Number Bonds

One of the IOs for Number Bonds is to get Whole from given Parts, and to get Part from a given Whole and Part. Before going straight into these topics, first introduce the concept of Put Together and Break Up.

Teacher to first go through a short PPT showing what each word and action means. Then, with the help of velcro-ed fruit toys, teachers to demonstrate the actions before getting students to try it out on their own. When students are given an instruction, e.g., “break up” or “put together”, they will be required to demonstrate the correct actions using the fruit toys. Progressing up from this, the fruit toys will be swapped with manipulatives (multi-link cubes) and they will be required to do the same actions. After each task, teachers will reinforce that...

Put together: I find Whole

Break up: I find Parts

This makes use of Sensory and Working Memory. Students are making sense of what they are learning through actions and it’s outcome. Generally, students are more engaged when learning with hands on activities. They are also creating their own interpretations of the concept of put together and break up by participating in the activity.

After repeated practices, we can incorporated other platforms such as ICT to slowly ease them from concrete to pictorial to abstract. And when formally introducing Addition and Subtraction to students, we can use the encoding processes (Schema Activation and Elaboration) from the topic Number Bonds.

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Besides asking questions, I can put up visuals on the board so that students can remember what is being taught and connect what they are learning to what they already know.

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I learn how to use memory skills. I also learn that by giving a clear sharing, other people will be able to remember with a stimulus. E.g. a photo sharing.

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To check on students’ prior knowledge before a lesson, and make connections to what students already know when teaching a new concept so as to help student to better making meaning of what is taught.

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Subject : Memorising of multiplication tables

Repetition of multiplication every day 5mins before we start the lessons. We did it everyday till before i left she memorised all her timestable which helped her a lot in her division and multiplication.

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I understand that the working memory holds information up to 7 items for an adult. And for children it will be lesser. Thus, I can't plan for something complex and wanting to achieve too many objectives.

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Questioning is skill.
Enhance prior knowledge by helping students to link the teaching to experience or activities.
It is ok to make mistakes and sure we learn from them.

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To ensure pupils have prior knowledge and to retain their memory, rehearsal is needed. Tuning in is also gd to get the child’s attention

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I’ve learnt that it’s important to recap on the topic/ subject before we introduced new information. Although repetition can be tiring, but it helps with retention memory

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i have learnt to never assume what we already know, must be what the students know. always check for their prior knowledge before we teach anything. 2. always build student's experiences for those who never get to travel before when we are teaching something that is related to travel or general knowledge (deserts). We must also focus on 1 thing when teaching and tap on their senses to ensure they dont lose focus

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Make sure student connect what they learn to what they already know this is to make sense to what they will be taught. Let students make mistakes so that they will learn much more.

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I will be more cautious in planning each lesson/objectives as I am more aware now of how students learn. I will make sure students will recall by creating engaging and meaningful activities that would help student recall easier.

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Real learning occurs when we make meaning out of the material that we are given. This allows us to tie in meaning to what information that we need to remember and then allowing us to easily retrieve it from our memories.
Make my lesson more engaging and meaningful to the student by tapping onto their prior knowledge and then expanding through it. Also, to teach one concept at once to improve on the students’ attention to what we want them to learn and breaking the information down into digestible chunks for easy encoding

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- make sure that student have the prior knowledge before starting on how I can on to their learning which can help their working memory
- should use more of the cognitive processes so that it’ll go into their long -term memory

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Subject : English (Teaching the word home appliances)

Sensory - show words, pictures and video .

Working memory : ask for their prior knowledge. get them to share about their experiences. Do matching of picture to picture or picture to words activites.

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I will question my students to ensure that they understood what was taught. Instead of just being a passive learner, I would want them to be an active learner and to connect what they know they are learning. The more they practice, the more they will come to a point of automaticity.

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Subject: Art lesson

Retrieval – Every start of the lesson, ask the student what they have learnt during the previous so that they are able to connect to the current lesson

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I will take conscious effort to recognise how the students recall and store their memory. Getting them to recall prior information is important. I will also teach students to use rehearsal of information. And as they grow older, teach them how to use encoding strategies to recall and retain information.

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Subject: Physical Education
Topic: Teaching exercise (e.g. push up)

Sensory: Get students to touch body parts of exercise.
Rehearsal: Students to perform/doing repetitions

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Topic: Math (Quadratic equation)

- attention: use a song to sing/teach the formula
- perception: use on a graph to show the length / eg someone kicked the ball, show and estimate the distance
- rehearsal: repetitive usage of the song to remember
- encoding: use the formula and the song together
- retrieval: by singing the song to use the formula

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Subject: English, spelling

Teaching spelling through “read, cover, write and check”
The student will first read the story with the words that will be taught. The teacher will go through the word, break the word to the number of alphabets and the student will say out the word verbally in the correct pronunciation. Afterwards, the teacher will cover the word and the student will write/spell out the word. Lastly, the student will check if the word is spelt correctly.

Sensory memory is activated via student phonetically processing the word through saying out the word.

Attention: Pronunciation and meaning of the word
Perception: what they hear from their pronunciation, what they see (how many letters)
Rehearsal: going through the spelling in their head, covering and writing out the spelling
Encoding: schema activation (seen the word in the story)
Retrieval: try to recall the spelling of the word without looking at the original text

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1. Teaching multiplication table
Rehearse the multiplication songs as tuning in.
Some schools have their multiplication tables painted on the stairs.
Retrieval by using manipulatives in class and then transfer to seat work.

2. Teaching vocab eg animals.
As tuning in, students watch or listen to the song, Old Mcdonald.
Students can have have learning journey to the zoo and touch the animals or simple look at picture cards or have a small model of the animal in front of them.
Rehearse by sing the Old Mcdonald song and showing the animals.
Retrieve info for seat work with pictures to guide.

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Subject: Mathematics Fraction
Encoding Strategy:
Use of fraction disc/picture of pizza
1. Before teaching fraction , check on student's prior knowledge. Ask the student if he/she likes to eat pizza or cake ? Grab student's attention with picture of pizza or magnetic fraction disc.
2. Make connection of fraction(numerator & denominator) to his/her favourite pizzas or cakes (schema activation)
3. Use of fraction disc to build on student's knowledge on existing fraction schema. Let the student to have a hands on on the fraction disc so that he/she can make sense of concept taught.

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Subject: Daily living, community based involvement outing (CBI)

Sensory: Teachers asked for favorite places that students would like to visit and why. Students would choose Vivocity because it has aircon and great eateries.

Refers to the green light on the MRT Line to know where the MRT is going and which stop to alight. T

Cognitive Process: Encoding.
For every terms, students and teachers would visit at least 3 places which required them to travel using public transport i.e. bus and MRT. After 4 weeks of teaching on the travelling skills, students will have to demonstrate these skills on the 5th week. Hence, they will need to use the encoding technique to travel to the desired destination.

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I learnt that I need to cater and tap to the different ways to help students to learn and store their information on their memory. For example, some students with dyslexia may have trouble with visual spatial memory, so therefore i may have to use retrieval or other forms of cognitive processes to store memories. Before every lesson, I need to check the students background knowledge so that I can activate prior knowledge or schemas. I also learnt that I need to make sure that I get the students' attention and for them to ignore other irrelevent factors while conducting a lesson.