Layered EducationWhat it looks like
- Forgets directions moments after hearing them
- Loses their place in multi-step work
- Needs more time to answer, then gets skipped
ADHD and Executive Functioning
Working Memory and Processing Speed
For students who lose directions or need more time to take things in.
Why it happens
Working memory holds information while you use it. Processing speed is how quickly you take it in. Both have limits, and neither reflects effort or ability.
Try this tomorrow
- Put directions in writing where students can see them
- Add wait time before calling on anyone
- Provide guided notes or a worked example
If two of you are in the room
Co-teaching pairs can split this between them, and swap who takes which part so both teachers work with every student.
One teacher
Says it: gives directions one step at a time.
The other teacher
Shows it: writes the steps or annotates the example while the other teacher talks.
What the research can and cannot tell us
Limits on working memory are well established, and evidence supports reducing memory load during teaching. Programs that claim to train working memory show little carryover to schoolwork.
Resources
6 resources for this topic, drawn from 6 organizations. Everything opens free, and the ones from other organizations open on their own sites.
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Classroom Strategies for Improving Working Memory
A seven-step sequence, from spotting overload to building memory aids, that doubles as a lesson-planning checklist.
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How to Help Kids With Working Memory Issues
Give one direction at a time, break assignments into stages, and add written and visual cues.
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Classroom Accommodations for Slow Processing Speed
Accommodations sorted by need: giving directions, introducing concepts, focus, and organization and time.
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Organizing Instruction and Study to Improve Student Learning
Whole-class practices that lighten memory load: pair visuals with explanation, space practice, and use low-stakes quizzes.
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Wait-Time (High School Example and Non-example)
A high school teacher asks a question with and without wait-time, so you can see the difference. Transcript included.
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Optimizing Working Memory in the Classroom
Explains what overloads working memory in middle and high school lessons and research-backed ways to lighten the load. Transcript included.
These resources are shared for professional learning and planning. They are meant to inform your professional judgment, not replace it. Each student's IEP and your district, state and federal requirements always come first. Listing a resource here is not an endorsement by Layered Education. This is educational information only, not legal advice.
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Want help putting this to work?
Facilitated co-planning days give a pair protected time to pick a focal student, choose one thing to try, and plan who does what. The first call is free.