Memory Deficits
Students with deficits in memory
Definition of memory
Memory is divided into three systems: short-term, active working, and long-term.
Short-term Memory
Short-term memory has a very limited capacity only small amounts of information can be held in short-term memory. As information first enters the short-term memory system it is only there for a brief time. During this brief time decisions are made as to what to do with the information. The memory may be used right away, moved to another memory system for storage or forgotten.
Active working Memory
The second system of memory is active working memory information is suspended while it is manipulated- or used in some way. Ideas or parts of tasks are temporarily held together in active working memory while being further developed or used during an activity. Active working memory can hold more information for a longer duration than short-term memory.
Long-Term Memory
The third memory system is called long-term memory. This is the permanent storage system for information and skills that may be needed later. Long-term memory is an elaborate storage process with a theoretically endless capacity.
Strategies
- Research says that if you present material in more than one format; (auditory, visual, and experiential modes), students will be able to store information in more than one of the memory systems.
- Provide photocopies or text that can be marked for children who tend to forget important information after reading. Highlighting, underlining or circling key words as a student reads will help place information into active memory.
- Review material, have children repeat new information several times before attempting to recall additional information from long-term memory. Having a study pal who can work with a child to help him recall information like spelling words learned earlier in the week.
- Encourage children to reread important information and take notes. They may want to write down or keep notes on a graphic organizer. Organizers will help put information into categories. By sorting information into columns or graphic organizers students use visualization to recall the information.
- Help students identify important information, patterns and rules. Be explicit about when important information is coming up. “What’s the pattern here”, “This one should be remembered or put into your rule book”. Summarize important points by having students recall what they have learned and correct any misinformation.
- Have students create a check list before studying for test or undertaking activities which require a lot of memory. Only complete one step at a time and check off each stage in a multi-step task as they complete it.
March 19th, 2009 at 9:09 am
When someone has trouble with their memory, it is very difficult to learn. I liked all six suggestions, I do not work with older children but if I did I would use these techniques because they seem like they would work. Number two would work for many children with disabilities and without in helping to learn the material.
March 20th, 2009 at 11:13 pm
I think these are great suggestions in how to deal with memory deficits. I can also see how they could work for students of all ages, both with special needs and people without disabilties. If a student is having trouble in any area, i can see how repetitive and hands on work would really help. If possible, first-hand experience would hopefully help as well. It would possibly be easier to retrieve that information form the child’s memory.
April 5th, 2009 at 2:18 pm
I like these suggestions and in fact we use these techniques in our classrom. every child is different and learn in different way so it is important for teachers to use different ways of teaching.
September 10th, 2009 at 8:33 pm
I strongly, believe that the above ideas and suggestion are very helpful and great to imply with our work, They make sense for students all ages and supports learning with both special needs and children with differently abeled capabilities. Also repetiting the same techniques in different ways is beneficial to all kind of learners.For this reason classroom management or guidance is at the heart of successful teaching. Here, the meaning of guidance or discipline includes creating a classroom environment that promotes moral development, socialization, and positive self esteem. Through positive discipline strategies children are treated with respect and dignity, encouraged to develop self control, and given enhanced opportunities for fully developing as unique individuals.To top it all off, children have an uncanny ability to show us our own strengths and weknesses. They give us feedback that mirrors ourselves, our own issues, our subconscious stuff.
October 5th, 2009 at 12:23 pm
These are good tips. Especially the visual pictures. This really helps students to understand and learn the material fast. The students also learn when they participate in class discussion. That helps students to know what others think and know about the subject and maybe they could understand it better through this way. it’s a good way. Having students rewrite vocabulary words or problems helps them remember it more.
November 2nd, 2009 at 11:05 am
great strategies! there are people who learn differently some are visual and others learn better by hearing it. providing students with all these will help them figure out which way works best for them and put more emphasis on these and help them be more confident for the future exams.
November 19th, 2009 at 9:12 pm
These are great strategies to help with memory problems. Every child is indeed different and until all techniques are tried only then will they be able or you as a teacher know which will work for them.
November 20th, 2009 at 11:14 pm
I think these are all great suggestions to work with children with memory difficulties. I work with young children and these strategies can definitely be adapted to their age and stage of development, especially the visual aids.
February 13th, 2010 at 12:04 pm
These techniques are great! But i was just wondering if there were any other tips that would help students with verbal memory deficits
March 6th, 2010 at 11:56 am
These are great tips that can help all students succeed.
March 25th, 2010 at 3:29 pm
I liked seeing all the different ideas within this article. I believe that these different aspects can be really helpful when dealing with students with memory deficits.
April 22nd, 2010 at 7:31 pm
Im really glad that this article is posted because I am planning to be a special educator and I am now more aware and prepared to meet people with memory deficits whereas before i was terrified and uncertain how i should act.
April 7th, 2011 at 8:28 am
Layering information really makes sense not just for special learners but for general education students as well.
April 9th, 2011 at 12:31 pm
I think this article is really useful when dealing with students with memory problems. It gives you strategies and ideas you can use for them to help remember something.