The human brain is an extremely complex organ and there is still much that is not completely understood about the processes that occur deep within the network of billions of neurons.
Current research tells us that there are three types of memory – long-term, short-term and working memory. Long-term memory holds information indefinitely and scientists believe that its capacity is not limited. Short-term memory is used to hold a small amount of information readily available for 20-30 seconds and is used, for example, to recall instructions that have just been given. Because it disappears so quickly, information in short-term memory cannot be mentally manipulated. For that purpose we use working memory, which is where information is manipulated for reasoning and problem-solving.
The problem with working memory is its limited capacity. We have all experienced the feeling when we are trying to juggle too much new information and we lose track of the thought. Relying entirely on working memory makes complex thinking processes too difficult. The solution is to free up space in working memory by recalling information from long-term memory. When our girls think about a problem, they are combining and manipulating information from different sources and contexts. The more they can draw from prior knowledge (long-term memory), the more mental space they create for manipulating information, analysing concepts and generating new ideas (working memory).
So how does information get into long term memory? Practice.
There are two reasons to practise – to gain competence and to improve. Our youngest girls will practise doing up the buckles on their red shoes until they have mastered this without adult assistance. Frequent repetition makes it faster and smoother. When a girl has words in her long-term memory, recall is fast and accurate. She is able to read fluently and no longer has to pause and sound out each letter in a word. Repeated recall and use ensures that knowledge is embedded in long-term memory and capacity for the next stage learning is maximised. This is why regular reading is so essential for girls of all ages – right up to Year 12.
For some purposes, practice in the form of rote-learning is useful. Rote-learning can be viewed as old-fashioned but it is one of the most efficient methods of securing information in long-term memory. The true purpose of rote-learning is to create automaticity – whether of sight words, tying shoe laces, handwriting or basic mathematical facts. For older girls, it creates automaticity for reading music, using technical vocabulary, applying the right equation and variables, placing an historical event in context… and so on.
We have noticed that parents place great emphasis on learning to read, and are highly supportive of their daughters for memorisation of words and frequent practice. Often, however, less value is placed on the rote-learning of multiplication tables although practice at home is just as essential. The girls feel the lack of it: as I looked through portfolios at the end of last term, many had set themselves the goal of mastering their times tables. It is common, too, for girls in Year 7 and higher to lack the necessary fluency and the knock-on effect on their learning in Maths can be substantial. The support that parents can give their daughters in memorising their tables is invaluable, and if you are looking for ways to do so you could challenge them to a race or keep track of their personal best times and reward them once they are improved. You may even challenge them and ask five random questions.
If we are serious about preparing girls for life, they must be fluent with both word and number. Only two weeks ago, the Chief Scientist emphasised that ‘mathematics is the language of science’ and students will never achieve fluency if foundational number facts are not embedded as fast as possible into long-term memory.
Working memory is the most limited, and therefore most precious, mental resource we have, so let’s not waste it!
“The only way to develop mental strength is to repeat the action, again and again …” Daniel Willingham
The challenge is on!
Mrs Angela Toohey
Head of Junior School