Document Type

White Paper

Publication Date

2010

Pages

16 pp.

Abstract

By all accounts, learning is a complex task that requires a student to use and apply a range of cognitive skills. A student's ability to retain information while performing concurrent processing, often referred to as working memory (WM), is critical to the acquisition of increasingly more complex knowledge and skills. Not surprisingly, WM is often linked to successful learning and student academic achievement. According to the academic literature, WM is a very useful measure of a student's capability to acquire new information². Most students are able to successfully respond to classroom instruction that requires them to rely on their WM to acquire new knowledge or skills. Unfortunately, some students struggle and ultimately fail to process information effectively which, in turn, negatively affects the outcome of instruction. In this article, we examine the relationship between student learning and the cognitive processes required to acquire new knowledge with a specific focus on WM and attention. We first offer a brief definition of WM and discuss ways that students apply WM to their daily lives. Then, based on the premise that learning requires both memory and attention, we discuss the role of WM and attention in classroom learning and in the acquisition of new knowledge. We highlight the interrelationship between WM and learning difficulties and disabilities among some students. After providing an understanding of the role of WM and attention in learning, we offer research-based strategies for differentiating instruction and addressing the diverse needs of students in an inclusive classroom.

Comments

A webpage.

Original Publication Citation

Watson, S. M. R., & Gable, R. A. (2010). Using knowledge of student cognition to differentiate instruction. UNC-Chapel Hill School of Education. https://www.bit.ly/3YDOtv0

ORCID

0000-0001-9663-4355 (Watson)

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