ABSTRACT
Do you ever struggle to recall a word that is right on the tip of your tongue? This is one of the many phenomena that exemplifies how our ‘working memory’ has its limitations. This chapter defines ‘working memory’, characterises the problem of its narrow confines, and explores how different types of memories come into play as we engage in the learning process, often yielding less-than-reliable outcomes. Through examples including number strings and Shakespearean speeches, the chapter illustrates the issues that relate to working memory and introduces solutions such as ‘chunking’ to help teachers better understand and address these challenges.
The second part of the chapter offers practical strategies to outmanoeuvre the constraints of working memory. It demonstrates how insights into the quirks of human memory can benefit both teachers and pupils. Additionally, practical approaches such as ‘stepped tasks’, the ‘Method of Loci’, and more are shared to equip teachers with effective tools for tackling this common obstacle that attends all learning.
