Dear Loved Ones,
One of the first expected backslides is memory function. More specifically, the executive function, working memory.
Working memory is the ability to remember what you need when you need it. It’s the memory that works for us. (See what I did there?)
Kids begin to forget. Forgetting things like pencils, homework, instructions, and where they are in the universe (it seems). With all of this forgetfulness, It’s reasonable to expect that missing and late assignments will begin to show up.
As daily mistakes begin to add stress to your struggling students experience, it’s a great time to show them the benefits of logging tasks daily.
Sometimes, students must see the benefits of a strategy before they pick up the trick for themselves. So it’s time to access your inner administration assistant, as you will play a support role, and role model… lots of roles.
Read on to learn the steps and pro tips for the A.R.T. Log strategy that you can add to your Daily Check In this week.
Enjoy!
If you have been checking in with your struggling student, you’ve seen how challenging it can be for them to remember details from their school day. Especially during the second month, when their working memory begins to fail them.
Unfortunately, their working memory will continue to family the into the mid-semester slump phase also.
Working memory is not just the ability to remember, but the automated instinct to scan the past for details that are important for the present. Many struggling students have workng memory challenges causing them to appear aloof, careless, and/or lazy.
The truth is, their brain is betraying them. No matter how hard they try, the working memory simply does not deliver the information they need, when they need it.
Luckily, this is a predictable challenge, and we have a strategies for those.
The A.R.T. Log: Step-By-Step
Add this step to your Daily Check In. It’s time to access your inner administrative assistant, as you will do the easy job of writing, while your struggling student does the challenging job of remembering.
Older students will push for autonomy and begin to take on the writing role themselves.
Using one page per day. Split the page into three sections: Assignment, Remember, Tomorrow. Honestly, this conversation really shouldn’t take longer than ten minutes, once you get in your groove.
A: Assignments
“What happened today.”
We will record a very brief detail from each class that day. The idea is to have a running log of memory cues. This is handy, not only for triggering memories from the day, but also a great reference, when looking back into the timeline is needed.
This shouldn't take long and it really is more about activating your student's working memory than logging assignments.
Pro Tip: You will see how challenging this is for them. Resist the tendency to push for details. You just need a small memory cue such as, “tree video” or “chapter quiz” for each class.
R: Reminders
"Is there anything else that we need to remember later?"
As you trigger memories of the day’s events, you may stir up some items to remember. For example, a test on Friday, a field trip form, project due next week, as well as unfinished assignments, homework, and things to do later.
T: Tomorrow
"What needs to be done tomorrow?"
The very last step brings their brain to focus on the most urgent matters. Log assignments to be handed in, questions for teachers, and assignments to be finished up. This is also a lovely list of items to check in about tomorrow.
Pro Tip: This is a great opportunity to provid reward for following through (which is no easy task itself.)
The A.R.T. Log strategy will show your struggling student the benefits of logging tasks. Over time (with consistency) your struggling student will see the advantage of having reference and reminders, but also as a lovely running record of accomplishments.
