Working Memory to Model and

Working Memory To Model and teach Working Memory to a group of third grade students. At one time or another, we are caught in a situation where we have to recall certain information. The worst thing is, our mind went blank and we can't seem to remember a thing about the subject. We might wonder how was it possible that some tend to repeat the same mistakes over and over again.

Although efforts were extended to correct this doings and make the person realize how the answer/response should be like, still there are tendencies to submit to the erroneous pattern that they had been used to. Based on BrainSMART, Working memory is the skill of consciously choosing what to retain in the long-term memory and selecting appropriate tools to retain and recall information to achieve desired results. MOTIVATION Ask your students to bring pictures of the things that they like best.

It could be a picture with their family, a certain activity or beautiful scenery. Each child is required to discuss the picture and tell the class what particular events they remember in relation with the picture. You will need to require the class participation by asking them to give similar events that they remember in relation to their classmate's picture. The intention of this activity is to stimulate their brain to remember things that happened in the past.

This involvement would help them relate on how they choose to retain information in their long-term memory. Next, try to play a music or any sound, ask them what they remember when they hear that song. You will need to make them participate in the discussion. TRANSITION Now, you will need to ask the students to recall a particular lesson. Ask them how they recall that information and what does it take for that information to be saved in their database/brain. 4.-6.

PRESENTATION OF THE TOPIC The teacher should be able to discuss the full meaning of working memory. How each student would intend to be selective in storing information to their brains? Being aware of this would prompt student to be conscious on their learning approach. You would also need to reiterate the value of "focusing" and being attentive. You will need make the student realized that focus goes together with memory retention. Based on "Thinking for Results" by Donna Wilson Ph.D.

And Marcus Conyers, there are thinking models that we could use as diagnostic tool. This is the Cognitive Assets in Three Phases: INPUT (Gather Sensory Information) - clear intention, practical optimism, initiative, systematic approach, using two or more source information, selective intention, making comparisons, understanding time, and understanding space. PROCESS (Elaboration of Thoughts) - problem definition, classification, making connections, systematic planning, cognitive flexibility, using cues appropriately, making inferences, hypothesis thinking, working memory, making meaning and summarizing.

OUTPUT (Application of Words) - point-of-view, thoughtful behavior, effective expression, appropriate courage, finishing power and learning from experiences. Working memory is an important PROCESS part in Cognitive Assets. This is the portion wherein we select which information we would like to remember. On taking exams, students would need to review all significant information related to the topic. The teacher would emphasize important points. Therefore, the students have to capture that data. They will need to remember that fact in every possible way.

It is the duty of the lecturer to accentuate that detail and for the student to distinguish that. Working memory is also applicable on daily basis. We tend to.