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information is located until the brain can process the information into what is commonly
referred to as short-term memory, which is effective for brief periods of time but does not
accommodate complete retention. Thus, children may appear to learn something one day
but forget it by the next and have difficulty transferring the information to the second
type of memory, popularly known as long-term memory (permanently stored). In extreme
cases a child will have difficulty grasping information for long enough in the active
working memory to transfer it to the short-term memory. However, when memory works
well, knowledge will be transferred from the active to the short-term and eventually to
the long-term memory with minimum intellectual effort. There is general agreement that
brain development and memory are closely related to the amount and quality of sleep that
children get each night.
Both  episodic memory (memory for events) and  semantic memory (memory for
facts) are significant for young learners. Some children who are brain damaged at birth
struggle to recall episodic events from their everyday life with any reliability but are still
capable of gaining average grades in work that relies on semantic memory, particularly in
speech and language, reading and writing, and recall of well-ordered facts.
Children with memory strengths are easy to identify because they can accommodate
large amounts of information and retain it effortlessly from a variety of sources. While
such children may participate well in class discussions and offer interesting perspectives
on complex issues, they may struggle to do well in tests, especially if it involves writing
answers down. These pupils (more often boys than girls) present a considerable challenge
for teachers and may, in exceptional cases, require additional adult support or regular
access to IT support materials.
The way that pupils use what they have absorbed influences the reinforcement of
concepts and skills. Children who struggle with memory weaknesses may appear to
understand a concept, yet need a considerable amount of repetition, careful explanation
and opportunities to explore ideas through problem solving and investigations. A
common way in which teachers are alerted to a pupil s weak memory is when the child s
written work is characterised by poor sequencing, missing words and inadequate
grammar, despite the fact that the child can articulate his or her ideas. For these children,
any sort of written work seems to hinder the process of organising their thoughts. If
pupils have problems in absorbing information that is communicated verbally or are
simply poor listeners they need to have directions explained and visually reinforced (with
a diagram, for instance). If pupils have poor visual recall they may forget what they have
read or been shown and need to have their learning supported through careful explanation
and  hands-on experiences.
Primary education 110
Teachers are regularly faced with determining whether children cannot remember
because they are unable to do so or because they are unwilling to give the subject
sufficient attention. Problems can also be created by the teacher s inadequacy to explain
clearly use appropriate vocabulary and inspire children, which in turn leads to a low-key
learning climate, tedium and reduced motivation. Children are more likely to remember
and understand when the topic is interesting and relevant to them.
There are a number of strategies that teachers use to build memory in primary-aged
children. The first is to offer children opportunities for regular practice (for instance, in
learning sets of numbers or lists of spellings). Second, teachers utilise the odd moments
to remind the children about key facts and engage them in simple activities to reinforce
the concepts. Third, reading well-loved books serves as a memory tool for pupils; in
particular, reading aloud exposes them to language that will be of long-term benefit.
When younger children ask the teacher to read a book again and again, the repetition
assists memory of the story, sequencing of events and the satisfaction that they receive
from grasping the plot. Fourth, teachers stimulate children s memories by enquiring what
happens next or asking them to summarise what has happened so far and making a game
of retelling the whole story by moving from child to child, each one making a small
contribution.
Rhyming is an important language skill that encourages memory growth as well as
teaching letter sounds, and is most commonly employed in poetry. Well-written prose,
especially amusing pieces, is greatly enjoyed by primary pupils and can also be
memorised. Once mastered by the majority, speaking the passage in unison allows less
confident children to be included within the group enterprise and conceal individual
shortcomings. Using multiple and entertaining ways to study enhances learning for all
children, but especially for those with poor recall, as the combination of different and
captivating approaches literally makes the work  memorable . [ Pobierz całość w formacie PDF ]

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