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Illustration of a gardener watering flowers in a brain (training memory strategies)
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Author: Karen Wilson, SEND Specialist

Memory plays a crucial role in learning, by enabling the storage, retention, and retrieval of information. Some learners may have specific memory challenges such as short attention span, working memory limitations, difficulty with retrieval, or challenges organising and categorising learning. Learners with conditions such as dyslexia or ADHD may find memory processing more challenging.

Tip or Idea: There are a number of strategies you can try to overcome memory challenges. Chunking information, using mnemonic devices, pre-learning and/or over-learning and dual-coding (linking images to words) can all help.

Learning Village resource: Our Memory Strategies for Language Learners article provides a more in-depth exploration of strategies to support memory processes.

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Further learning - Blog

Graph and problem-solving activity

Maths and English as an additional language (EAL)

Created: Wed 4th Mar 2020

It is often easier for learners who are new to English to cope with the arithmetic areas of the mathematics curriculum, rather than with problem-solving activities, as the former require the use of less English. It is important that children learning EAL are familiar with and able to use mathematical language to achieve their potential in all areas of the subject.

Differentiating learning

Created: Tue 30th Dec 2014

Whilst reading a book on reclaiming childhood ('Their name is today' by Johann Christoph Arnold) the chapter on 'learning differences and how to cater for them' triggered thoughts on teaching differences. At the end of the October article it was mentioned that EAL teaching should be evaluated in a different way due to the very nature of the subject and I shall try to clarify why.

Supporting EAL learners with mathematical language

Created: Sun 1st Jan 2017

The language of Maths is often considered a language of its own, and this can sometimes be a difficulty for EAL students when they are learning English. NALDIC explain that if EAL learners are not supported to develop mathematical English, they are less likely to be able to fully-participate in the lesson, which could lead to them not being able to make sufficient progress in the subject.

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