Indicators of working memory difficulties

DynamoMaths Programme approach in supporting working memory difficulties

1. Struggles to follow instructions

2. Forgets instructions and tasks

3. Incomplete recall

•  DynamoMaths has short one-step instructions.

•  Numbers, words and sentences are expressed in spoken language and using the ear icon the child can listen to the instructions as many times. therefore preventing an overload on the verbal short-term memory store and provides excellent back up for verbal instructions.

4. Short attention span

5. High level of distraction

•  Tasks are simple with short instructions.
Immediate feedback to questions answered and therefore holding the child's attention.

•  Instant feedback with answers means that the child's attention is held as soon as a question has been answered. This prevents the child ‘zoning out' (Gathercole & Alloway, Working Memory & Learning” –A Practical Guide for Teachers (2008)) and keeps the child on track.

•  Screens are not fussy or busy. They are clearly laid out without animations or distractions, ensuring that attention is not diverted.

• Instant feedback with answers means that the child can reflect, monitor responses and track errors. This allows the child to develop the skills for learning independently.

•  Numbers, words and sentences are expressed in spoken language and using the ear icon the child can listen to the instructions as many times therefore preventing an overload on the verbal short-term memory store. It also provides excellent back up for verbal instructions.

6. Errors in acquiring basic number skills.

7. Poor at monitoring the quality of their work – they loose track.

8. Fail to check errors.

9. Poor at monitoring the quality of their work.

•  DynamoMaths competencies lie in developing number sense through a Three Stage Programme:

Stage 1: Using play, feel and touch children understand the mathematical concept. This visual and kinaesthetic approach increases familiarity and supports the child's understanding and calculation attempts.

Stage 2: Reinforcement and practice develops number skills and automaticity

Stage 3: Dynamic worksheets allow more reinforcement and practice and also allows the chid to reflect and respond to their responses on paper.

•  This repeated practice within a coordinated set of learning styles that avoids working memory overload, gives the child ample opportunity to enhance their learning and minimise the likelihood of errors.

•  Mental arithmetic involves executing the verbal short-term memory and the central executive which controls attention and is involved in higher level mental processes. (Gathercole & Alloway, Working Memory & Learning” –A Practical Guide for Teachers (2008))

•  It has been observed in many mental arithmetic tests, that children are also now being given visual images on the paper. These visual images support the visuo-spatial short-term memory so that children have the choice of using any two of the short-term memory components.

•  The programme uses visual models, images, memory hooks to enable children to develop number sense and numeracy proficiency. The application of numbers is a procedural long-term memory skill that needs establishing through concrete apparatus –Stage1 where children are learning the first principles and learning through experience.

•  Tasks are broken down in small cumulative steps to ensure success.

•  Certificates of achievement –Bronze, Silver and Gold can be collected in small cumulative steps.

•  Aural and visual feedback, certificates of achievement are excellent strategies that build motivation, confidence and self esteem.

 •  “Thoughts related to anxiety can take up valuable processing capacity ” Gathercole & Alloway, Working Memory & Learning” –A Practical Guide for Teachers (2008)