I’m Terri, and I help teachers who feel overwhelmed and unprepared for addressing the needs of older struggling readers overcome their panic and distress so they can make a bigger impact on their students. I use my 40 years’ experience, two master's degrees, and dyslexia practitioner certification to share age-appropriate resources, current information, and research-based training experiences to help educators feel more confident in teaching reading and writing so all their students can achieve! If you are not already receiving our biweekly Thursday newsletter, subscribe here:
Your HuddleTeach Game Plan - Cognitive Load: How much can they carry?
Hi Reader!In September, we talked about working memory and its relation to reading. Today we expand our discussion to Cognitive Load Theory, including mitigating it to support your older students' learning. Read on for small ways to make your instruction more effective and efficient with this group of older students! Stay tuned for: November 21: Juggling All the Needs! November 28: Black Friday Savings for You! Memory TypesCognitive load directly affects memory systems. Research describes three types of memory: sensory, working, and long term. The mind sorts information from the sensory memory to the working memory, where it is either discarded or organized in the long term memory. Cognitive overload can affect the way these systems work, presenting as behavior issues and exacerbating learning difficulties. This page is in our Easy Guide to Executive Functioning playbook and gives more information! Download it from our Freebie Library! Cognitive LoadCognitive load refers to the amount of information our working memory can process at any one time. There are three types of cognitive load: intrinsic, extraneous, and germane. When there is too much sensory input or information, cognitive overload occurs and learning stops; conversely, when the loads are mitigated, students learn more efficiently. Find this page in the Easy Guide to Executive Functioning playbook Freebie Library. Cognitive overload and how to helpSmall changes in learning environments and instructional practices can make the difference for learners. Here are 17 things you can do to mitigate the load your students have to carry! Find this page in the Easy Guide to Executive Functioning playbook Freebie Library. Do you want to consider your students more carefully? Check out this link from ADDitude! Enter your email to get an Executive Dysfunction checklist! Be sure to check out our turkey treats printables in the Freebies, too! Have a beautiful weekend! We always appreciate your follows, likes, and subscribes on our social media channels! |
HuddleTeach
I’m Terri, and I help teachers who feel overwhelmed and unprepared for addressing the needs of older struggling readers overcome their panic and distress so they can make a bigger impact on their students. I use my 40 years’ experience, two master's degrees, and dyslexia practitioner certification to share age-appropriate resources, current information, and research-based training experiences to help educators feel more confident in teaching reading and writing so all their students can achieve! If you are not already receiving our biweekly Thursday newsletter, subscribe here:
Hi Reader! As a classroom teacher first—and later a reading interventionist—I’ve always stood firmly on the grade-level text hill. I believe in helping struggling readers reach proficiency as quickly as possible, so they can fully participate in the learning around them. In the past, that meant joining peers in thoughtful conversations about books and seeing themselves as capable readers. Those goals still matter—but the stakes are even higher today. Proficiency now also means passing state...
Hi Reader! You may have heard mixed opinions about including silent reading time in your classroom. But the truth is, “reading in your head” is a skill—and our striving readers need explicit instruction in how to do it well, even if independent reading time is limited. Every student, including those with the highest reading needs, can learn to read silently with purpose and stamina. Follow the path below to help them get there! Stay tuned for: February 26: Vocabulary Your Students Need March...
Hi Reader! We hope your return to school has been smooth and that you’re feeling recharged and ready to close those remaining reading gaps! As we move through the middle of the year, many students are ready to level up from syllable work to morphemic work. Morphemes are the smallest parts of words that still carry meaning—letter combinations, roots, and affixes. This is where decoding meets meaning, and it will supercharge your instruction! When students understand how words are built, they...