why johnny can’t remember what he reads with jay kelly, ma hosted by:
TRANSCRIPT
Why Johnny Can’t
Remember What He Reads
With Jay Kelly, MA
Hosted by:
Have You Ever Seen Students . . . ?
Forget Information They Knew the Day Before
Miss the Main Idea But Remember Random Details
Fail to Connect New Knowledge to Existing Frameworks
Learn Something in One Context But Fail to Apply That Knowledge in Similar Contexts
How Exactly Do We Remember Things?
The Role of Short Term Memory
The Role of Long Term Memory
Moving Short Term Inputs to Long Term Storage
How Working Memory Works
FiltersPrioritizesCategorizesConnects New Inputs
to Prior Knowledge
When Working Memory Breaks Down
Storage and Retrieval Quality Is Based on Working Memory Strength
Students with Processing Disorders Almost Always Have Working Memory Deficits
Younger Students Are Still Developing These Capacities
How to Address Working Memory Deficiencies
Teach Explicitly Draw Logical Lines Resist Assuming
Prior Knowledge Think Out Loud
How to Address Working Memory Deficiencies
Teach ExplicitlyBundle Modalities
One Concept/Skill at a Time
As Many Senses as Possible
As Close in Time as Possible
How to Address Working Memory Deficiencies
Teach ExplicitlyBundle ModalitiesCreate Feedback
Loops ‘What did you
learn?’ ‘What was
challenging?’ ‘What did I ask you
to do?’
How to Address Working Memory Deficiencies
Teach ExplicitlyBundle ModalitiesCreate Feedback
LoopsPromote Peer to Peer
Coaching Forces use of working
memory Provides a context for
working memory evaluation
How to Address Working Memory Deficiencies
Teach ExplicitlyBundle ModalitiesCreate Feedback
LoopsPromote Peer to Peer
CoachingTeach Concisely
Confusion caused by saying too much
Confusion caused by saying too little
Questions for Reflection and Action
What 1-2 things most stood out to me?What are 1-2 lingering questions I have?What is 1 thing I already do to promote
working memory function?What are 2-3 things I can start doing to
address working memory deficits?
Suggested Resources Building the Reading Brain by Nevills
and Wolfe
Build the Brain for Reading by Pamela Nevills
The New Executive Brain by Elkhonon Goldberg
Brain Matters: Translating Research into Classroom Practice by Patricia Wolfe
Teaching Students with Dyslexia and Dysgraphia by Berninger and Wolf
The Overflowing Brain by Torkel Klingberg
Efficiency in Learning by Clark, Nguyen and Sweller
Teaching with the Brain in Mind by Eric Jensen
The Secret Life of the Grownup Brain by Barbara Strauch 12
Questions?
