COURSE TITLE:

SCORES RISE WHEN KIDS REMEMBER: Working Memory & Learning

NO. OF CREDITS:

6 QUARTER CREDITS
[semester equivalent = 4.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
60
60

INSTRUCTOR:

Brenda McKinney
bbbrain@comcast.net

 

COURSE DESCRIPTION:

A good working memory is crucial to becoming a successful leaner. Mounting evidence links literacy and numeracy to strong working memory. This course will provide a coherent overview of the role played by working memory in learning and its development during the school years. It will offer teachers/counselors strategies for supporting working memory in students at all ages, especially those who are underperforming. You will receive hands-on support for utilizing numerous techniques including: chunking, organization, keywords, peg words, loci, mnemonics and many more. Don’t miss this opportunity to gain practical, easy-to-implement, and evidence-based methods for working with students of all ages and with all levels of ability.  Appropriate for all teachers K- 12.

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Understood the limits of working memory and how working memory functions
  2. Distinguished differences between working memory and other kinds of memory
  3. Distinguished differences/similarities between working memory, intelligence, and IQ and discover their links with learning
  4. Taken a look at methods for assessing working memory strengths and weaknesses in classroom
  5. Developed classroom based strategies to minimize working memory failure
  6. Combined principles and strategies for the most effective ways to enhance working memory. Participate in memory training to strengthen personal skills in order to assist students with working memory challenges.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 

 

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.

 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%

 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Gathercole, Susan & Tracy Packiam Alloway. Working Memory & Learning: A Practical Guide for Teachers. 2012.Los Angeles, CA:  Sage Books. ISBN: 978-1-4129-36143-2.

  • Working Memory and Learning: A Practical Guide for Teachers
    ISBN# 1412936136
    by Susan E. Gathercole
    SAGE Publications Ltd

    Buy from Amazon

MATERIALS FEE

Text, Working Memory & Learning: A Practical Guide for Teachers, Approximately $15.00 used at Amazon.com

ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT

A. INFORMATION ACQUISITION

Assignment #1: Introduction.

In a 1-2 page introduction describe your current professional situation, some high/low points in your teaching career and why you chose to take this course.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Introduction Scores Rise’ #1.

Assignment #2: Exploring Working Memory.

Read pages 1-13 in text to explore working memory, the limits of working memory, and how information is lost from working memory. Look at the definition of working memory at: http://www.youtube.com/watch?v=S65D2oazf8M, by Susan Gathercole. Take a free memory assessment at: http://www.workingmemory.com.au/free-memory-assessment-quiz/ What was new information for you in this section?  What are the implications for your classroom/teaching situation? In a 1-2 page paper talk about the definition of working memory, its limitations, and how it works.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #2.

Assignment #3: Short Term, Working & Long Term Memory.

Read 13-17 in your text to define short term, working, and long term memory. How are memories formed?
To learn additional information about long term memory go to: http://www.positscience.com/brain-resources/memory/types-of-memory/long-term-memory.
To learn more about the different types of long term memory view the following memory pages:http://www.positscience.com/brain-resources/memory/types-of-memory/implicit-memory  implicit memory http://www.positscience.com/brain-resources/memory/types-of-memory/explicit-memory  explicit memory What was new information for you in this section? What are the “implications” for your classroom/teaching situation? In a 1-2 page paper, discuss long term memory and its types. Look at the relationship between short term, working and long term memory.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #3.

Assignment #4: Working Memory - Reading & Math.

Read pages 19-31 to discover how working memory capacity is closely associated with reading and math achievement even from the early ages. Why are the differences in WM capacities so profound? What is the relationship between WM and attention? What is the link between working memory and IQ? What are some possible assessments that will help you evaluate working memory deficits? What was the most profound learning in this section for you? What implications do you see for your classroom/teaching situation? In a 1-2 page paper read and respond to developmental changes in working memory (WM) throughout childhood.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #4.

Assignment #5: Working Memory.

Read pages 33-47 to discover how working memory capacity is closely associated with reading and math achievement even from the early ages. How do we identify children at risk of poor academic progress at an earlier age? How have we missed this connection for so many years. What is the connection between those with learning disabilities and working memory function? Check out this link on WM, ADHD and the role of the instructor:  http://research.aboutkidshealth.ca/teachadhd/abc/chapter3#SUBTITLE3  What was the most profound learning in this section for you? What are the “implications” do you see for your classroom/teaching situation? In a 102 page paper define the link between working memory and achievement and detail the connection between working memory capacity and the ability to learn.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #5.

Assignment #6: Poor Working Memory.

Read pages 49-65 in your text to understand the general behavior, poor academic performance and other difficulties in the classroom experienced by those with poor working memory. Analyze how to recognize problems working memory. Check out:  http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-working-memory-why-does-matter?start=1. Read the poor working memory profile at: http://www.thepsychologist.org.uk/archive/archive_home.cfm/volumeID_21-editionID_160-ArticleID_1342-getfile_getPDF/thepsychologist/0508gath.pdf  What are the most common difficulties of children with poor working memory? What are the “must have” ideas for lesson design and application? What are the implications for your classroom/teaching situation? In a 1-2 page paper outline the characteristics of children with poor working memory.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #6.

Assignment #7: Intervention.

Read pages 67-90 to understand and create a list based on the principles of WM intervention Learn how to improve WM with computer based training at: http://www.parentingscience.com/working-memory.html  What are the principles of the classroom-based working memory approach? What are the Top 10 ideas for your classroom? What are the “must have” ideas for lesson design and application? What are the “implications” for your classroom/teaching situation? In a 1-2 page paper, explore ways to minimize working memory failures and enhance learning opportunities at all levels.  Combine knowledge of cognitive theory and research. 
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #7.

Assignment #8: Some Questions.

Read pages 91-109 in your text. What classroom changes did you observe that might work for you? Can working memory be specifically changed by training? What did you learn about working memory and its decline in aging? What are the “must have” ideas for lesson design and application? What are the “implications” for your classroom/teaching situation? In a 1-2 page paper describe best practices that you can implement in your classroom. 
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #8. 

ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT

B. LEARNING APPLICATION

In this section you will apply your learning to your professional situation.  This course assumes that most participants are classroom teachers who have access to students.  If you are not teaching in a classroom, please contact the instructor for course modifications.  If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility,  (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.

Assignment #9: Create a Poster.

Create a graphic poster of memory and its types. OR  Create a poster that could be used in your classroom to assist students with understanding the role of working memory and learning.
Send to instructor: bbbrain@comcast.net.  Subject line to read ‘Scores Rise’ #9.

Assignment #10: RIP Toolbox.

Check out memory methods at: http://www.ldonline.org/article/5602/ and find the RIP Toolbox for Memory. Choose at least six strategies that will enhance working memory in your classroom. In a 1-2 page paper explain how you will add this to your teaching repertoire and, if possible, try each of them with your class. Send the list of activities and your responses to each one.
Send to instructor: bbbrain@comcast.net.  Subject line to read ‘Scores Rise’ #10.

Assignment #11: Develop a Case History.

Develop a case history for two children who have struggled to be successful in your classroom. Based on your learning from this course, create and implement a plan of action to address the students’ working memory issues in a new way and to help each student change his/her view of learning and achievement. Describe your case history, your plan of action. Describe the student outcomes in a 1-2 page paper, providing samples of student work as available.
Send to instructor: bbbrain@comcast.net.  Subject line to read ‘Scores Rise’ #11.

Assignment #12: (500 Level ONLY)

In addition to the 400 level assignments, complete ONE(1) of the following assignment options:

Option A)  Create a 20-minute PowerPoint presentation for your staff based on this course and focused on perspectives or strategies you feel would be beneficial for your school. Save this as a PDF.
Send to instructor: bbbrain@comcast.net. Subject line to read: ‘Scores Rise’ #12-A.
OR
Option B)  Mentor another individual in the concepts of this class. Have them share two or three key concepts that they would like to implement within their work or social setting. In a 3-4 page paper share the specifics of the plan to increase working memory and how it will be evaluated for success.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #12-B.
OR
Option C)  Another assignment of your own design with the instructor’s prior approval.
Send to instructor: bbbrain@comcast.net. Subject line to read ‘Scores Rise’ #12-C.

C. INTEGRATION PAPER

Assignment #13: (Required for 400 and 500 Level)

SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?

Send to your instructor at their email address. Subject line to read  "(put course name here) Integration Paper"

INSTRUCTOR COMMENTS ON YOUR WORK:

Please indicate by email to the instructor if you would like to receive comments on your assignments.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Brenda McKinney, CEO of Vancouver, WA based BrainVolution, is a developer and dynamic facilitator of workshops that teach practical thinking and learning tools for raising student achievement with the brain in mind. She has trained educators throughout the Pacific Northwest and is a popular presenter because of her ability to motivate, make things fun, and teach practical techniques for the classroom that can be used immediately. Brenda continues to read hundreds of books and articles on the subject of neuroscience and searches for the answer to success for every student. Her work with at-risk students and those with reading problems have made her a popular speaker at the state, regional and national level.

Brenda is able to synthesize the new research and continues to address the role of how to use the latest findings to create high achievement classroom. She brings 30+ years of experience at the elementary, middle school, high school and university level as a mentor teacher, consultant, motivational speaker, university instructor, and reading specialist. Brenda has her Master’s in Education from Washington State University and is nationally certified in Brain Based Learning through the renowned  Jensen Corporation, led by Eric Jensen, a noted international spokesperson for neuroscience and education.

 

Brenda will inspire and motivate you with her energy, enthusiasm and knowledge. Her wisdom, techniques, and brain based approach to education will inspire you and challenge you to meet the demands of this ever changing world.

BIBLIOGRAPHY

SCORES RISE WHEN KIDS REMEMBER: Working Memory & Learning

Alloway, Tracy & Ross Alloway. The Working Memory Advantage: Train Your Brain to Function Stronger, Smarter, Faster. Simon and Schuster. 2013. ISBN: 978-1-4516-5012-9. The Working Memory Advantage shows why working memory is linked with ADHD, autism, dyslexia, Alzheimer’s, and ultimately, success in the classroom.
Cook, Gareth.Brain Games are Bogus.” The New Yorker. April 5, 2013. An alternate view of whether brain games are beneficial for improving working memory.
The article looks at working memory as a critical link with achievement but explores the question of whether working memory and intelligence work together. Do Brain Games actually increase intelligence? This article is in opposition to many sources who believe that they can. Interesting and helpful to take a look at both sides of the issue in understanding working memory and the role it plays in success in the classroom.
Dehn, Milton. Helping Students Remember: Exercises and Strategies to Strengthen Memory. John Wiley & Sons, Inc. 2011. ISBN: 978-0-470-91997-2.
This book is so valuable I wanted to use it as a textbook. I recommend this book for your classroom. It is broken down into Lower Level and Upper Level activities working memory activities. There are so many quick activities that can be used to assist and assess your students in understanding their working memory.  The strategies help students and teachers understand how to strengthen memory by using the right strategies. Highly Recommended!!
Gathercole, Susan & Tracy Packiam Alloway. Understanding Working Memory: A Classroom Guide. http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf. 2007. This download is a quick reference on working memory. It also becomes a handy guide for you to pass working memory research to other teachers. This learning needs to be shared as we work with kids who are struggling in the classroom and who look unmotivated. This is a helpful source.
Gathercole, Susan & Tracy Packiam Alloway. Working Memory and Learning. A Practical Guide for Teachers.  Sage Press. 2008. ISBN: 978-1-4129-3613-2.
A good working memory is crucial to becoming a successful learner; the problem I discovered is that it was very difficult to find material in an easy to use format to share about working memory and how to support learners in the classroom. This text provides that and more.
This book offers a coherent overview of the role played by working memory in learning during the school years and uses theory to inform good practice.
Klingberg, Torkel. The Overflowing Brain. Oxford University Press. 2009. ISBN: 978-0-19-537299-5.
Dr Klingberg asserts that working memory capacity, long thought to be static and hardwired in the brain, can be improved by training, and that increasing the demands on working memory may actually have a constructive effect: as demands on the human brain increase, so does its capacity.  The book ends with a discussion of the future of brain development and how we can best handle information overload in our everyday lives.
Mason, Douglas & Michael Lee Kohn. The Memory Workbook: Breakthrough Techniques to Exercise Your Brain and Improve Your Memory. Publishers Group West. 2001. 1-57224-258-2. This book offers an array of innovative techniques, exercises, games, and puzzles designed to help you see and understand how your memory works. At the same time you will be given a chance to stretch your own memory muscles.
Wickelgren, Ingrid. “Calisthenics for a Child’s Mind."Scientific American Mind, May/June 2013, 39-45. Research about the critical importance of working memory and its effect on achievement.
Zimmer, Carl. “The Man who Wasn’t There.” The Wall Street Journal. June 14, 2013. This article on HM provides a background and understanding of memory that has changed research and is invaluable. Check it out. You could also discover HM by going to http://www.youtube.com/watch?v=LBsW5qz5sDU