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1:
Defining Learning vs performance.
Learning is based on a deep understanding and connecting memories to related knowledge. Performance is related to being able to retrieve instantaneous information (recency of study).

2:
To avoid contextualizing material, the instructor could create new environments to avoid undesirable difficulties. Instructor could also present information in random patterns rather than a structured presentation. Desirable difficulties: difficulties help trigger encoding and retrieval processes that support learning and comprehension

3:
Instead of viewing tests as assessments they can be used as learning tools. They can help learners identify what is already known and what still needs to be learned. They can help learners identify the effectiveness of future study opportunities.

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Encourage free response questions rather than multiple choice. // More recall, less recognition

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Lesson 1: Awareness and Detecting Poor Working Memory

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Lesson 1: Awareness and Detecting Poor Working Memory

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It’s important for teachers to be able to detect poor working memory in their classrooms. This helps teachers accommodate for these children so they are not to fall behind. Some signs of poor working memory include: giving up on the task, guessing instead of putting in thought, repeating steps instead of moving on, etc.

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Lesson 2:  The Difference Between Poor Working Memory and ADHD

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Lesson 2:  The Difference Between Poor Working Memory and ADHD

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It is different from those with learning disorders like ADHD. Instead of being addressed medically, this can be addressed by the teacher in the classroom.

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Teachers should be mindful of students' ability to process information and their working memory capacity (7 +2 or -2). They should give students time to think about the information they are learning and ask questions if they have any.

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Spreading out materials over time is better than cramming to allow for better retention. Increase time between learning and testing.

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Lesson 3: Solutions - How to Address Working Memory?

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Lesson 3: Solutions - How to Address Working Memory?

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Stagnant/constant reminders of the main points of the lesson are important: they help those with poor working memory to have more opportunities to learn the lesson at task. For example, the teacher can leave the big ideas on the board.

Solutions: Avoid overworking the memory by reducing the stimuli at hand. Providing memory aids is helpful. It helps to practice their working memory. There are exercises that strengthen working memory and it is recommended to do some for at least 35 minutes a day for 6 weeks.

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Teachers should be able to change their own perspective by trying to see things from their students' perspective. Topics that might be obvious or "easy" to the teacher might be difficult for students to grasp. Being mindful of this will allow teachers to shift their mindset to ultimately benefit their students.

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Mixed reviews and cumulative reviews are better than "blocked" teaching. This helps students to think critically about a problem rather than procedurally.

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As a teacher, being able to control how you feel about your students and not show favoritism is essential for a successful classroom.