Effectively Teaching & Supporting Students with Low Working Memory

Presented by: Shirley Houston

Event Information: 6 PD Hours 

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Research suggests that working memory is a better predictor of academic achievement than IQ so it is important that teachers identify working memory deficits, put in place support strategies and do what is possible to develop working memory. This practical seminar will develop understanding of working memory and the impact of working memory deficits in the classroom.

Participants will be familiarized with tools available for measuring working memory capacity. They will be given strategies for supporting children with weak working memory in the classroom and the opportunity to look at ways in which technology can be utilised to increase working memory skills.

Workshop overview:

Understanding childhood working memory:

  • Models of working memory (verbal and visuo-spatial).
  • Working memory capacity and loss, changes that occur during childhood.

Characteristics of children with weak working memory:

  • Indicators of weak working memory in children.
  • Identifying a student with weak working memory in your classroom.

Tools for measuring working memory capacity:

  • Tasks and tools that can be used by teachers or psychologists to measure working memory capacity.
    Measure your own working memory!

The impact of working memory deficits in the classroom:

  • The impact of weak working memory on various aspects of learning and socialisation.

Supporting children with working memory deficits - strategies and resources:

  • Strategies for reducing working memory load.
  • Using technology to increase working memory - apps, software, online programs.
  • Discussion: Can working memory in children be improved by brain training programs?

Event Details:


10th March 2020

  9.30am - 3.30pm (Reg. from 8.30am)

Perth CBD - Venue TBA

Target Audience: For K to Yr 6 Teachers

  $279.00 + GST

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About the Presenter:

Shirley Houston is an educational consultant with over 30 years of teaching experience. She earned her Masters degree in Special Education in 1983 and the Royal Society of Arts Certificate for Teachers o f Learners with Specific Learning Difficulties. She has taught students in years K-12 at government, Catholic and Independent schools, in Australia and in America. She has lectured at several universities in Western Australia and at the Central Institute of Technology.

Shirley has long had a passion for work with children and adults who have dyslexia. She is a long-standing Board member of The Dyslexia- SPELD Foundation of Western Australia and runs a variety of programs for dyslexic students.


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