April 18, 2025

Working Memory Is the Door to Learning: How to Keep It Open

Most of us have had the experience of presenting information to students only to discover later that nothing seemed to “stick.” For whatever reason, students failed to recognize, absorb, or store the information we intended them to learn. Of course, there are many possible reasons for why students may fail to grasp what they are asked to learn. However, the most frequent cause, when you eliminate factors related to disengagement, is failure of the information to find its way into working memory.

Working, or short-term, memory is the entry point for learning. It is where the brain sifts and sorts what is important, what is not, and what should be learned and stored. Working memory is activated when students hear, observe, or experience something they see as having the need, potential, or worthiness to learn. It occupies the space between initial reception of information and moving it into long-term memory, the repository of concepts and skills we have learned. Long-term memory preserves what we deem to be important and want to be able to recall.

Access to short-term memory is an essential factor in the learning process. Unfortunately, there are several forces that can get in the way of students recognizing the significance and potential of something to be learned and then moving it to short-term memory. Among the most common barriers are:

Stress. When students are feeling stressed, they often ignore what we deem important in favor of focusing on what is stressing them.
Uncertainty. Not understanding what is expected or having a lack of connection to what they already know can lead students to not invest the attention necessary to access their short-term memory.
Confusion. When students fail to understand elements such as structure, relationships, and sequence in what they are asked to learn, they often let the lack of understanding slide by and neglect to give the attention required to work through and learn.
Distractions and disengagement. Too much information too early, too many irrelevant details, or other disruptions and distractions while learning can tempt students to pay attention to elements and aspects of what they encounter that divert their attention from what we want them to learn.
Lack of confidence. What students believe about themselves can play a determinative role. If they believe they cannot learn something, too often they do not.

The good news is that there are steps we can take to counter these forces and factors and lead students to pay attention and activate their working memory. Here are eight techniques to consider:

Identify value and purpose. Help students to see how what they are asked to learn can be valuable to them. Point out how what they are learning can make them more successful in school—and discuss practical applications that link to life outside school.
Focus and simplify instruction. Limit the length of instruction, and confine information and processes to what is essential. Avoid tangents and examples that are not central to what students are learning.
Group and chunk information. Break complex information into small, manageable groups. Give students time to process and apply the information. Check for understanding in multiple ways, both formal and informal, before introducing next steps or elements.
Minimize cognitive load. Where possible, reduce levels of stress students may be experiencing. Check for and address areas of confusion. Aim for clarity and conciseness in processes and desired outcomes.
Reduce distractions. Schedule instruction during uninterrupted time, as much as possible. Resist sharing unrelated information or making announcements in advance of instruction that students may find disruptive or disturbing. Avoid overdecorating walls and excessive displays that might be overstimulating to students.
Discourage multi-tasking. Encourage students to give their full attention to what they are to learn and to focus on one thing at a time. Resist giving students multiple instructions or introducing multiple tasks simultaneously. Even the most organized and efficient of students can benefit from fewer steps in assignment directions.
Incorporate activities. Design activities that encourage students to actively interact with the content to be learned. Initiate discussions and implement hands-on learning opportunities. Have students participate in simple but collaborative activities such as think-pair-share, or elevate discussions by having students participate in Four Corners, where they move to a corner of the room to show their level of agreement or disagreement with a statement.
Use visual aids and organizers. Utilize charts, graphs, diagrams, pictures, and other supports to reinforce what students may be hearing. Flow charts, mind maps, and other visual supports can prevent confusion and add clarity to instruction and gain access to working memory.

Our time with students is precious and limited. We need to utilize every opportunity to help students get learning right the first time. By helping them to access their working memory, we open the door to learning processes that lead to the understanding, retention, and future access they will need to be successful.