Using Explicit and Systematic Instruction to Support Working Memory

Autor/inn/en	Smith, Jean Louise M.; Sáez, Leilani; Doabler, Christian T.
Titel	Using Explicit and Systematic Instruction to Support Working Memory
Quelle	In: TEACHING Exceptional Children, 48 (2016) 6, S.275-281 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916650633
Schlagwörter	Teaching Methods; Short Term Memory; Cognitive Processes; Learning Disabilities; Student Needs; Skill Development; Feedback (Response); Learner Engagement; Instructional Materials; Reading Skills; Mathematics Skills + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Learning handicap; Lernbehinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Students are frequently expected to complete multistep tasks within a range of academic or classroom routines and to do so independently. Students' ability to complete these tasks successfully may vary as a consequence of both their working-memory capacity and the conditions under which they are expected to learn. Crucial features in the design or "architecture" of tasks, coupled with how tasks are staged and delivered, can influence a learner's working-memory ability to perform the initial tasks. Although students with learning disabilities are particularly vulnerable to mental overload during learning, all students can benefit from intervention approaches that strategically manage their processing efforts during instructional activities. Explicit and systematic teaching is an evidence-based practice that contains elements particularly well suited for supporting crucial working-memory processing needed for learning. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01