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Working Memory
Working memory is one of the most important features to take into
account while educating. It dictates how much information we
should give, the speed we should give it as well as the content level
we should present at. The following will show as well as give an
example as to why knowledge of working memory is vital for
positively influencing the classroom.
Working memory, is a main feature of the Model Modal, the
working memory is activated when we concentrate on information
received by the sensory memory; it then works with the long-term
drawing on past knowledge and memory to create ideas and
meaning from the sensory inputs from the sensory memory, in this
way we recognise and interpret information. This is important for
teaching as, if we understand how the brain takes in and moves
information to the long-term memory we can present our
information in a way that more easily moves information to this part
of the brain (primarily the goal of education). With this knowledge
we can have a better idea, as teachers, on how to present and teach
new information.
A common metaphor to demonstrate the working memory
compares it to a post it note, we can scribble down limited amounts
of ideas for quick reference (Alloway 2010). From this metaphor we
see some obvious limitations of the working memory, size being the
first of these. As educators its important for us to know roughly the
size of the working memory as to avoid giving to much information.

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This allows our students to be able to process the given information
without flooding students working memories with too many new
complex ideas. This applies especially with younger students, as it is
hard for them to be able to hold multiple or more complex ideas
with their less developed working memories. In the classroom this
becomes relevant especially when giving instructions, if we overload
instructions or class material, then younger students especially will
have a harder time remembering the instructions or taking in the
material.
Implications of the working memory on teaching are mainly to do
with making sure we stimulate the working memory but not
overloading it. The working memory increases in ability until around
the age of 30 years old (Cabeza), it then starts to slowly decrease
with age. Knowing the working memory ability of the audience
thats being presented to is a highly practical feature of
understanding features of the working memory. Teaching an adult to
write English would not be the same approach as teaching a child
for instance as the adult could have a much more complex work
load having a more developed working memory.
In the classroom an example of how knowledge of this topic can
positively influence learning would be being able to recognise when
a child has a problem with their working memory. Say a child was
bright and clever but their working memory was not as good as the
other childrens, this would have detrimental affects on the childs
learning and their grades. In the classroom we may recognise this

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when we see an older child only being able to follow 1 or 2
instructions before forgetting the rest of what the teacher said. For
instance if the teacher asks the child to go and sit at their desk, get
out their workbook and write down the date today, the child may
only sit down and get out their book and forget the final step.
Another indication would be the child needing to have more time
and having to constantly re-read text and instructions (Gemm
Learning, 2013).
Being able to recognise a child with a smaller working memory is
vital knowledge for teachers wanting to be aware of how they
should act in the classroom to help these students. Being aware of
the symptoms can massively influence the classroom to be a better
learning environment for struggling students. Alloway says that
working memory is more important for education than even the IQ
of the child, going on further to say that even students with a higher
than average IQ struggle to keep up with other students when their
working memory is below average (2010). For educators this means
that without the knowledge to detect problems with working
memory in students, it can be detrimental to the students grades
and ability to achieve higher grades both at school and later in life.
Using the example of detecting working memory problems in
students and demonstrating how this can be used in the classroom
shows us how important knowledge and application of the working
memory becomes. Without this knowledge we are not giving

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students the best possible stepping-stones to being able to achieve
their full potential.
Schema Theory
A basic overview of schema theory is that our whole memory is
sorted into groups, within these groups or units, named schemata,
are where information in our memory is stored (CSUS, Date
unknown). Using an example of how having knowledge of this
theory is beneficial in the classroom I will analyse the theory and
justify its use.
A schema represents a group of information, not just one piece;
schemata also are linked together to make a greater picture of the
information we are presented with. A schema for a dog for instance
not only contains or presents to us, four legs, fur and a wet nose,
but also if we have had a past experience with dogs we could be
fearful that it may bite or jump at us, or we could reach out to pat
the head of the friendly animal. This information about how we react
and perceive dogs is located in this schema as not only a description
of a dog but also the relationship we have to them and how we act
around them (CSUS, Date unknown). We use our schemata in
everyday life, going to a restaurant for example we know to order,
sit and wait, eat our food and then ask for the bill. All this
information of what to do is in our schema for restaurants, and
thats why when something odd happens thats not in our schema
e.g. a waitress asks us to sing to her, we become confused and
unpractised at what to do next (Mcleod, 2012).

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It is much easier for us to add to existing schemata when learning
new information. Knowing this is vital for educators as if teaching a
vastly new topic of information. Without linking it first back to some
previously learned information, students are going to have difficulty
understanding, processing and being able to comprehend the
information presented. When we build on already present schemata
it becomes a lot easier for students to keep track and organise
themselves to be in the right situation to take on more knowledge.
Use of an advanced organisation technique can be used to assist
this, such as at the start of a lesson, preparing students with a
summery of the work to look over and build a foundation ready to
link this new information to their already existing schemata. This
can make the information become deeply embedded or allowing
deep learning where the student can recite and draw back on this
information present (Duis 2003).
An example of how we can use the knowledge of schema theory
in a classroom is: While teaching biology a new topic DNA is
approaching, this new topic is vastly different to anything the class
has encountered only having completed one term of biology. The
teacher, as an advanced organiser gives the students a small easy
close passage to complete, which introduces the students to the
basics of DNA and builds upon their prior knowledge. A couple of
days later when the topic starts the teacher takes out the close
passage again and makes the students recall the main points of the
passage, activating their schemas. During the lesson the teacher

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only introduces a few points of information and makes sure to relate
the new information to either recognisable metaphors or visual and
auditory stimulants so the students have the best chance of not only
remembering the information but also creating a new branch of a
small previous schema on the topic.
By using knowledge of schema theory the teacher in this example
makes sure that with a brand new topic, the students have a head
start and can draft a schema for the topic before they launch into
the harder concepts. By ensuring there is a strong foundation, the
teacher has given the students the best possible stepping-stones to
acquire this higher order knowledge. Introducing the new material
slowly also allowed the students to take in and understand the new
information rather than just cramming large amounts of information
and not linking it to the previous schemata.
This example shows how with knowledge of schema theory the
way we approach new topics and complex information should be
with care. By using advanced organisers we can give our students a
firm footing in their schemata to take on new information and that
overloading complex information is not beneficial for higher order
deep learning. This shows how that with knowledge of both working
memory and schema theory we can influence the classroom to be
both more engaging and productive with the information that we as
educators present.

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References:
Alloway, P Tracey, 2011, Improving Working Memory, Overview, [online] Retrieved from:
http://www.uk.sakepub.com/books/Book234773 [Accessed: 12th May 2013]
Cabeza, R. (2013). Task-independent and Task-specific Age Effects on Brain
Activity during Working Memory, Visual Attention and Episodic Retrieval. [online]
Retrieved from: http://cercor.oxfordjournals.org/content/14/4/364.short [Accessed: 12
May 2013].
CSUS.edu (n.d.). Schema Theory. [online] Retrieved from:
http://www.csus.edu/indiv/g/gipej/teaparty.pdf [Accessed: 12 May 2013].
Druis, Mac (n.d.). Using Schema Theory To Teach American History.
[online] Retrieved from:
http://www.learner.org/workshops/socialstudies/pdf/session2/2.UsingSchemaTheory.pdf
[Accessed: 12 May 2013].
Gemmlearning.com (2006). Working Memory Problems | What To Look For.
[online] Retrieved from: http://www.gemmlearning.com/working-memorysymptoms.php[Accessed: 12 May 2013].
Mcleod, S. (2009). Jean Piaget | Cognitive Theory. [online]
Retrieved from: http://www.simplypsychology.org/piaget.html [Accessed: 12 May 2013].