Memory plays an important role in learning. It allows learners to grasp and retain concepts (Paas &Ayres, 2014). In an effort to understand how memory shapes learning and teaching, the academic community has undertaken scholarly and research efforts. These efforts have yielded results that have allowed stakeholders in education to understand how to exploit memory to facilitate learning. The efforts have also resulted in a number of theories to be developed. Through these theories, the relationship between memory and learning has become clearer. These theories have also allowed for a number of concepts that concern memory and learning to be developed. Working memory and problem solving are among the concepts that are understood to affect learning and teaching. These concepts present implications for learning and teaching and it is important to understand how they affect learning.
Working memory
Working memory is an integral component of human cognitive function. Essentially, this memory has limited capacity that can only hold small bits of information (Ma, Husain & Bays, 2013). It is important to note that working memory holds information only for a short period. It then supplies the cognitive facilities with this information for processing. This memory stores vital information that is needed for daily activities (Gathercole & Alloway, 2008). For example, working memory allows individuals to remember telephone numbers and directions. Working memory is often also referred to as short-term memory. Apart from holding information temporarily, working memory also plays other roles. It is understood that working memory is involved in reasoning (D’Esposito & Postle, 2014). The information that it holds is relied on for making logical connections. Furthermore, working memory plays an important role in shaping behavior (Dehn, 2011). Decision making is another function that working memory is involved in. it is clear that working memory serves vital purposes and that it is crucial for learning and teaching. In the discussion below, the implications of working memory for learning and teaching are highlighted.
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Implications for learning and teaching
One of the implications of working memory for learning and teaching concerns learning disabilities and recognizing the needs of learners. While there are some students whose working memory function excellently, many have poor working memory skills (Gathercole & Alloway, 2008). This affects their performance in the classroom. Through an understanding of working memory, teachers are able to identify learners with learning difficulties. Working memory also allows teachers to understand the learning needs of their students. The teachers are then able to develop appropriate assessment tools (Gathercole & Alloway, 2008). Teachers are not the only ones who benefit from an understanding of working memory. Learners also derive some benefit. Through an understanding of the functioning of working memory, learners are able to identify the teaching techniques that are most effective. Additionally, the learners gain a better understanding of learning difficulties and take action to address these difficulties (Gathercole & Alloway, 2008).
It has been pointed out above that there are some learners who suffer learning difficulties. These difficulties hinder their efforts to grasp concepts in the classroom. Working memory presents implications for how to handle such learners. It is indeed possible for teachers to train these learners on working memory. For example, teachers may train learners who suffer from attention deficit/hyperactivity disorder (ADHD). The training enables the learners to focus better in class and to process information with much ease. While working memory has implications for learners in all types of institutions, younger learners who are receiving basic education particularly benefit from working memory. Thanks to working memory, these learners are able to remember instructions, pay attention and learn how to read (Morin, n.d). Working memory also allows the learners to grasp complex concepts such as arithmetic.
Importance of understanding working memory
Reasoning is a vital skill that learners need to possess. Thanks to this skill, individuals are able to think logically and make connections between connected ideas. Working memory facilitates reasoning, thereby enhancing learning and teaching (Cowan, 2014). For students to excel in the classroom, they must be able to draw relationships between different issues. This is the essence of true learning. For example, learners should be able to relate the concepts that they learn in class to the issues that they experience outside of the classroom. Working memory elevates learners from the position of passive recipients of concepts to active participants. This is an issue that teachers need to note. They must understand that effective learning and teaching can only occur in an environment where active participation is encouraged. Therefore, teachers need to develop the working memory of their students. They should challenge them to think, create and develop solutions.
Facilitating cognitive function is the main role that working memory plays. In addition to this function, working memory also plays a role in controlling emotions and inhibitions (Schweizer et al., 2013). This is important for teachers. Many teachers encounter difficulties in their efforts to maintain order in the classroom. There are learners who throw tantrums and others who are unable to focus. These realities hamper the efforts of teachers. To ensure that learning continues undisrupted, teachers need to exploit working memory. They should work with learners towards gaining better control of their emotions and inhibitions.
Problem solving
Teachers and learners encounter challenges every day. Left unaddressed, these challenges could compromise learning. To ensure that the challenges do not interrupt learning, it is important for the teachers to work with the learners to develop solutions. This is why problem solving is important. Essentially, problem solving is the process that individuals rely on to develop effective and appropriate responses to the complex issues that they encounter. In the discussion below, the implications that problem solving presents for learning and teaching are explored.
The development of innovating teaching and learning approaches is one of the implications of problem solving. For years, teachers have relied on traditional teaching methods. Essentially, the teachers deliver lectures while the students take notes. These methods have been shown to be ineffective. Thanks to problem solving, teachers have been able to create better learning methods. For instance, game-based learning is slowly making its way into classrooms across the globe. This teaching method motivates learners while allowing them to create solutions to the challenges that they encounter (Eseryel et al., 2014). The concept of problem solving presents implications for learning and teaching in that it reminds teachers of the need to address the challenges of modern-day teaching. The education landscape is changing and teachers and learners must respond to these changes. For example, technology is increasingly shaping human experiences. For the purposes of modernizing education, there is need for learners and teachers to embrace technology.
In the discussion above, it has been pointed out that educational institutions are abandoning traditional teaching techniques that have proven ineffective. They are instead moving towards newer and effective teaching methods. Problem-based learning is among these methods. Basically, this learning method replaces the traditional lectures that most schools rely on (Choi, Lindquist & Song, 2014). Students are presented with problems and tasked with the responsibility of developing solutions. In addition to enabling learners to better grasp concepts, problem-based learning also enhances critical thinking. Moreover, problem-based learning challenges students to direct their own learning (Choi, Lindquist & Song, 2014). They no longer need to rely on the instructions of their teachers. Basically, problem-based learning transforms learners into independent critical thinkers who take charge of the learning process.
Importance of understanding problem solving
The implications of problem solving extend beyond the classroom. Learners who have acquired problem-solving skills are able to employ these skills in real world situations. For example, problem solving plays an important role in the workplace. Learners can only use the skills in their homes, relationships and other affairs. Problem-solving skills also allow learners to become productive members of their societies (Soden, 2013). They are able to develop solutions to the problems that their communities grapple with. For example, young people around the world are helping to tackle such problems as environmental degradation. They are able to do this thanks to the skills and values that their teachers have instilled in them. Therefore, problem-solving presents implications for learning and teaching in that it prepares learners to respond to the crises that they encounter.
In conclusion, learning and teaching are complex processes. They involve learners who yearn for knowledge and teachers who are eager to share insights. For the most part, teachers have done a commendable job in preparing students for the challenges of the real world. However, the function of teachers can be improved. Through the integration of problem solving and the exploitation of the working memory, teachers can develop their capacity to deliver learning. Working memory allows learners and teachers to retain and process information temporarily. This type of memory facilitates attention and enables learners to grasp and retain concepts. Problem solving also serves as an important purpose. It challenges learners to become involved in addressing the issues that their communities face. Thanks to problem-solving skills, learners are now involved in empowering communities. Since it has been shown that they facilitate learning and teaching, it is important for stakeholders in education to integrate working memory and problem solving into teaching and learning.
References
Choi, E., Lindquist, R. & Song, Y. (2014). Effects of Problem-Based Learning vs. Traditional Lecture on Korean Nursing Students’ Critical Thinking, Problem-Solving and Self-Directed Learning. Nurse Education Today, 34 (1), 52-56.
Cowan, N. (2014). Working Memory Underpins Cognitive Development, Learning and Education. Educational Psychology Review, 26 (2), 197-223.
D’Esposito, M. & Postle, B. R. (2014). The Cognitive Neuroscience of Working Memory.
Annual Review of Psychology, 66, 115-142.
Dehn, M. J. (2011). Working Memory and Academic Learning: Assessment and Intervention.
Hoboken, NJ: Wiley. Eseryel, D., Law, V., Infenthaler, D., Gei, X. & Miller, R. (2014). An Investigation of the
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Gathercole, S. E. & Alloway, T. P. (2008). Working Memory and Learning: A Practical Guide For Teachers. The Psychologist, 21 (5), 382-385.
Ma, W. J., Husain, M. & Bays, P. M. (2013). Changing Concepts of Working Memory. Nature Neuroscience, 17, 347-356.
Morin, A. (n.d). 5 Ways Kids use Working Memory to Learn. Retrieved 6th October 2017 from
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/5-ways-kids-use-working-memory-to-learn
Paas, F. & Ayres, P. (2014). Cognitive Load Theory: A Broader View of the Role of Memory
In Learning and Education. Educational Psychology Review, 26 (2), 191-195.
Schweizer, S., Grahn, J., Hampshire, A., Mobbs, D. & Dalgeish, T. (2013). Training the Emotional Brain: Improving Affective Control through Emotional Working Memory Training. Journal of Neuroscience, 33 (12), 5301-5311.
Soden, R. (2013). Teaching Problem Solving in Vocational Education. London: Routledge.
