Working Memory | The ‘New’ IQ In Your Classroom

by Dr Richard Skelton,

Child and Educational Psychologist, and creator of MeeMo, the whole class working memory training programme

‘Working Memory is the single biggest predictor of academic success’. Stay with me, as I know you’ve heard bold educational claims before, so this really needs and deserves an explanation. Especially given that books have been written with titles calling Working Memory 'The New IQ'

The reason for this (and the research to back up these claims) is that, in essence, Working Memory is our capacity for thought. It is our thinking capacity.

Working Memory = Thinking Capacity

If you are thinking about anything at this moment (which I hope you are as reading this), it is your Working Memory that enables you to do this. When you finish reading, and go back to class or have a conversation with someone, all your capacity to express yourself, understand what someone says, plan, organise, connect your knowledge… almost every conscious thought you have is underpinned by your working memory capacity.

It's really for this reason that I much prefer to use the term 'thinking capacity' in discussions with people, because this is a lot more meaningful than 'working memory'.

Working Memory extends beyond just processing new information you encounter. It acts as a ‘processing space’ which draws on past memories to merge with new information. This processing allows you to comprehend and make sense of information much better, to integrate and connect it with your previous knowledge, and to 'think' and reflect about it.

A world with limited Working Memory capacity

Imagine for a moment having a very limited Working Memory capacity. A world with only a small amount of conscious thought. We could still do a lot of automatic actions, things would still take our interest, but there’s be an immediacy of interactions with things around us. We couldn’t plan, and so would only move when something catches our attention or we’re guided to by others.

A world with unlimited Working Memory capacity

If we had unlimited thinking capacity / Working Memory, we’d be able to hold several thoughts in mind at the same time, follow an unlimited list of instructions, connect every part of new information with what we’ve already learnt, complete the most complex of multi-step problems with ease, remember every detail from past conversations, imagine intricate worlds which have depth beyond our conceptualisation. And this is a short list.

How Working Memory Impacts Learning In The Classroom

If you agree with the statement that ‘A child is thinking when they are learning’, then the research about Working Memory being the strongest predictor of academic outcomes starts to make sense.

Another way to look at this is that child’s Working Memory / ‘thinking capacity’ impacts every part of their learning. This is the reason why we teach and set the expectations for learning differently at different ages. Intuitively, we’d walk into and start engaging with Year 1 children very differently to Year 5 children, or when delivering twilight session to our colleagues; because we assume that each group have different ‘thinking capacities’.

Let’s look at a few examples which illustrate this within specific learning contexts:

Maths: Multi-Step Problems

Imagine a Year 6 maths lesson on solving multi-step word problems. You present a problem that requires students to first calculate the area of a rectangle and then use that information to find the perimeter.

Children with larger Working Memory capacity can hold in mind multiple pieces of information simultaneously: the aims and instructions of the task, the formula for area, the given dimensions, and the steps needed to find the perimeter. They can understand how all these processes fit together, and can link their knowledge about area and perimeter. Those with a limited Working Memory capacity might struggle to keep track of all these details, find it hard to know where to start, and need each step broken down to be able to achieve one at a time. While they may understand each step, they lack the capacity to understand how these link together and their understanding and retention is less even if they’re able to achieve on the particular task. More visual methods may be used to help offload the demands on their Working Memory.

Spelling: Learning New Words

In a Year 2 spelling lesson, you introduce a list of new words for the week, including some that are phonetically irregular. Children practice writing and spelling by holding each word in mind while then thinking about the phonics rules or memorised irregular spelling part, and the formation of each letter as they write. Those with greater Working Memory capacity can achieve each of these processes easily, are able to practice more, and form stronger memories of the irregular words. Those with limited Working Memory capacity find it hard to think about each part, feel overwhelmed, need extra support, and have a weak retention of the irregular spellings.

Reading Comprehension: Understanding Complex Sentences

A Year 4 English lesson involves the children reading a passage and answering comprehension questions. The passage contains complex sentences with multiple clauses.

Understanding a complex sentence requires holding various parts of the sentence in their Working Memory to grasp its overall meaning. Children with greater Working Memory capacity can more easily manage this juggling act, leading to better comprehension and more accurate answers to questions. However, those with limited Working Memory capacity are able to only grasp the individual parts of the sentence, and struggle to grasp the overall meaning. Pictures and visual cues are often helpful to aid comprehension for these children.

General Following Instructions: Classroom Routine

It's the end of the day in a Year 1 classroom, and the teacher gives a series of instructions: "Tidy your desk, come pick up your artwork, and then line up at the door."

This sequence of instructions requires children to use their Working Memory capacity to hold in mind and complete each step in the order which they were heard. Those with more Working Memory capacity memory can complete all tasks correctly, while those with less Working Memory capacity are likely to forget a step and rely on watching their peers for visual guidance and prompts.

Quick Anecdote: Farzan and Zariyah

Farzan and Zariyah are in a Year 3 art class where they are instructed to draw a landscape with specific elements: a sun, a tree, a river, and a house. Farzan, who has a strong Working Memory capacity, quickly sketches out their landscape, keeping track of each element. Zariyah, however, struggles. They draw a sun and a tree but forgets about the river and the house. Zariyah’s Working Memory capacity limitations make it challenging to hold all the required elements in mind, impacting the completeness of their artwork and their confidence in the process.

The New IQ?

Working Memory is the foundation behind all purposeful learning and interaction in the classroom. Every time we engage with the children in our class, we are not merely passing on knowledge but enabling them to connect, process, and retain this information in ways that resonate with their individual capacities. Whether it's through breaking down complex maths problems, scaffolding spelling exercises, or supporting reading comprehension, when we know that Working Memory is often the barrier to their progress, our experience intuitively helps us know how to support each child, matched to their individual capacity.

8 Reflections To Improve Outcomes

While there is more direct advice and approaches we can take, as a teacher, you likely have the experience and everything you already need. Like so much, it’s the time to reflect and organise your thoughts which can be most challenging. If you have time, here’s the questions which I hope can help you to identify the most practical strategies and tools to support children’s learning most effectively:

1.       Reflective Questions:

Can you describe a recent lesson where you felt your students were either particularly challenged or supported in their working memory capacity?

2.       Understanding and Identification:

What signs or behaviors indicate to you that a student might be finding the working memory demands challenging?

3.       Strategy Development:

Can you think of a lesson plan where adjusting the working memory load might improve student understanding and engagement?

4.       Resource Exploration:

Are there resources or tools you wish you had that might help support working memory for your students?

5.       Collaborative Practices:

How can you collaborate with colleagues to develop strategies that support working memory?

6.       Professional Development:

Are there professional development opportunities or resources you think could help you understand and apply these concepts more effectively?

7.       Outcome Focused:

How will you measure the success of the strategies you plan to implement for enhancing working memory?

8.       Innovative Thinking:

Can you imagine a new way to structure tasks or use classroom space that might reduce working memory load for students?

Looking To Support Children Improve Their Working Memory In Your Classroom?

MeeMo provides a practical, flexible, and engaging 10 minute whole-class training to help every child maximise their individual thinking capacity.