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Memory Masters

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Sean Kelly

Tier 2

Lesson Plan

Becoming a Memory Master

Students will identify and practice at least two strategies to improve working memory, demonstrating improved ability to recall sequences and follow multi-step instructions.

Improving working memory helps students retain information better, follow instructions more accurately, and succeed in academic tasks. This lesson provides practical strategies they can use every day.

Audience

6th Grade Group

Time

30 minutes

Approach

Interactive games, exercises, and direct instruction of memory strategies.

Materials

Whiteboard or Projector, Markers, Memory Master Toolkit, Strategy Snapshot Cards, and Sequence Recall Quest

Prep

Prepare Materials

15 minutes

  • Review the Memory Master Toolkit and familiarize yourself with the content.
    * Print and cut out the Strategy Snapshot Cards. You will need one set per student or pair.
    * Prepare the instructions for the Sequence Recall Quest.
    * Ensure you have a whiteboard or projector ready for the slide deck.

Step 1

Warm-Up: What's Missing?

5 minutes

  • Teacher: "Welcome, Memory Masters! Today, we're going to boost our brainpower. Let's start with a quick warm-up game. I'm going to show you a few items, then hide one, and you tell me what's missing!"
    * Display 3-4 common classroom items. Give students 15-20 seconds to observe. Cover one item and ask students to identify the missing item.
    * Teacher: "How did you remember? What strategies did you use?" (Allow for brief student responses, leading into the concept of working memory.)

Step 2

Introducing Working Memory & Strategies

10 minutes

  • Use the Memory Master Toolkit to introduce working memory and key strategies.
    * Slide 1: What is Working Memory? Explain it's like our brain's temporary notepad.
    * Slide 2-4: Strategy Spotlight. Introduce strategies like 'Chunking,' 'Visualization,' and 'Repetition'. Provide simple examples for each.
    * Distribute Strategy Snapshot Cards.
    * Teacher: "These cards are your 'toolkit' for becoming a memory master. Let's look at them as we go through the slides."

Step 3

Practice Game: Sequence Recall Quest

10 minutes

  • Introduce the Sequence Recall Quest.
    * Teacher: "Now let's put our new strategies to the test with the 'Sequence Recall Quest'! We'll work together to remember a series of items or actions. Remember to use your strategy cards!"
    * Guide students through the game, encouraging them to verbalize the strategies they are using.
    * Provide positive reinforcement and feedback on strategy use.

Step 4

Cool-Down: My Top Strategy

5 minutes

  • Teacher: "Great job today, Memory Masters! You've learned some powerful tools. On your Strategy Snapshot Cards, I want you to circle the strategy you think will be most helpful for you. Turn and share with a partner why you chose that strategy."
    * Collect Strategy Snapshot Cards if desired for a quick check-in on understanding.
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Slide Deck

Welcome, Memory Masters!

Let's boost our brainpower together!

What is working memory?

Greet students. Introduce the idea of 'brainpower' and how we can make our memories stronger. Ask them what they think working memory is. Transition to the definition.

What is Working Memory?

It's your brain's temporary notepad!

  • Holds information we need right now
  • Helps us follow instructions
  • Keeps track of what we're doing
  • Lets us think and solve problems

Explain working memory in simple terms. Use an analogy like a 'mental notepad' or a 'brain's temporary desk' where we hold information while we use it. Emphasize it's for active thinking, not long-term storage.

Strategy Spotlight: Chunking

Break it down!

  • Group small pieces of information into larger, more manageable 'chunks.'
  • Makes it easier for your brain to hold onto.

Example: Remembering a phone number: 555-123-4567 instead of 5-5-5-1-2-3-4-5-6-7

Introduce 'Chunking.' Give an example, like remembering a phone number by grouping digits. Ask students for other examples of chunking they might use (e.g., remembering a shopping list by categories). Show the Strategy Snapshot Cards and point out the 'Chunking' card.

Strategy Spotlight: Visualization

Picture it in your mind!

  • Create a mental image or movie for the information you need to remember.
  • Our brains love pictures!

Example: Remembering your to-do list: Imagine putting on your shoes, then grabbing your backpack, then eating breakfast.

Introduce 'Visualization.' Explain how creating mental pictures can help. Give an example like imagining your locker combination as a sequence of movements. Ask students to close their eyes and visualize something simple. Point out the 'Visualization' card on their Strategy Snapshot Cards.

Strategy Spotlight: Repetition

Say it again, and again!

  • Repeat information to yourself multiple times.
  • The more you say it, the more your brain remembers.

Example: Trying to remember a new vocabulary word: Say it 5 times out loud.

Introduce 'Repetition.' Explain that saying things multiple times, out loud or in your head, helps solidify them. Give an example like repeating a new word. Ask students when they use repetition. Point out the 'Repetition' card on their Strategy Snapshot Cards.

Your Memory Master Toolkit

You now have three powerful tools:

  • Chunking: Grouping information
  • Visualization: Creating mental pictures
  • Repetition: Saying it multiple times

Which one will you try first in our next activity?

Summarize the strategies. Encourage students to think about which one might work best for them. Transition to the game activity.

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Worksheet

Strategy Snapshot Cards

Instructions: As we learn about each strategy, fill in the blanks and draw a quick picture to help you remember it! Circle the strategy you think will be most helpful for you.

1. Chunking

What it is: Grouping small pieces of information into larger, more manageable ______________.

Why it helps: Makes it easier for your brain to hold onto information.

Example: Remembering a phone number: 555-123-4567 instead of 5-5-5-1-2-3-4-5-6-7

My own example/drawing:






2. Visualization

What it is: Creating a mental __________ or movie for the information you need to remember.

Why it helps: Our brains love pictures!

Example: Remembering your to-do list: Imagine putting on your shoes, then grabbing your backpack, then eating breakfast.

My own example/drawing:






3. Repetition

What it is: ______________ information to yourself multiple times.

Why it helps: The more you say it, the more your brain remembers.

Example: Trying to remember a new vocabulary word: Say it 5 times out loud.

My own example/drawing:






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Game

Sequence Recall Quest

Objective: To accurately recall a sequence of items or actions, using working memory strategies.

Materials:

  • A list of sequences (see examples below)
  • Strategy Snapshot Cards (for student reference)
  • Optional: Physical objects or pictures to represent items in the sequence

Instructions:

  1. Preparation: The teacher will have a list of sequences ready. These can be words, numbers, actions, or a combination.

  2. Introduce the Quest: Explain to students that they are on a quest to become 'Sequence Masters' by remembering sequences of information. Emphasize that it's okay to make mistakes and that the goal is to practice using their new strategies.

  3. Demonstration (Optional): The teacher can model one round, verbalizing a strategy (e.g., "I'm going to visualize these items in a line.")

  4. Round 1 - Simple Sequence: The teacher states a short sequence (e.g., 3-4 items/numbers/actions). Students listen carefully.

    • Examples of Sequences:
      • Colors: Red, Blue, Green
      • Numbers: 7, 2, 9
      • Actions: Clap, Stomp, Snap
      • Objects: Pencil, Book, Eraser

  5. Recall: After the teacher finishes, students try to recall the sequence in the correct order. They can say it out loud, write it down, or use the optional physical objects to recreate it.

  6. Strategy Check: After each recall attempt, ask students:

    • "What strategy did you use to remember that sequence? (Chunking, Visualization, Repetition)"
    • "How did that strategy help you?"
    • "Would another strategy have worked better?"

  7. Increase Difficulty (Gradually): For subsequent rounds, gradually increase the length or complexity of the sequences based on student success and engagement. (e.g., 5-6 items, then 7-8 items).

    • Example of longer sequences:
      • Colors & Shapes: Red Square, Blue Circle, Green Triangle, Yellow Star
      • Numbers & Letters: 3, A, 8, M, 2
      • Multi-step Actions: Stand up, turn around, touch your toes, sit down

  8. Encourage Collaboration: For some rounds, allow students to work in pairs or small groups to discuss strategies before attempting to recall the sequence.

  9. Wrap-up: Conclude the game by asking students to share which strategies they found most effective during the quest.

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