Pupils who have difficulties in this area may have:
- an inability to retain more than one or two items of information from a lesson presented orally
- difficulty recalling information after a period of time, unless given specific support strategies
- difficulty in recalling information in the correct sequence
- visual/spatial strengths (learn better from charts, diagrams, videos, demonstrations and other visual materials)
- a good visual memory (be able to visualise information and present it in the form of mindmaps, diagrams, charts, posters, illustrations)
- kinaesthetic strengths (learn better when actively involved in a lesson through movement and touch).
Activities to develop auditory memory skills:
- Repeat and use information – pupils could be asked to repeat a sequence of two or three colours and then thread beads or arrange cubes using that sequence. The pupils could also complete card number sequences in the same way.
- Reciting – action rhymes, songs and jingles. Use the actions to aid the recall of key learning points.
- Memory and sequencing songs – songs like Old Macdonald, Ten Green Bottles, One Man went to Mow.
- Story recall 1 – retell the main events of a story, using puppets and background scenery as cues.
- Story recall 2 – draw the main events in well-known, patterned stories (eg. Little Red Hen, The Gingerbread Man).
- I went to market and I bought... – using real shopping items or pictures. Pupils have to recall the sequence of items bought.
- Recall simple sequences – of personal experiences and events and share with the group or class.
- Recall verbal messages 1 – containing one or two elements and requiring a yes or no reply.
- Recall verbal messages 2 – containing one or two elements and requiring a simple sentence reply.
- Instructions – recall and repeat task instructions containing one, then two, then three elements.
- Drawing 1 – story sequences from memory.
- Drawing 2 – the sequence of a simple activity.
- Explain – the sequence of a simple activity.
- Recall – days and evenets of the week.
- Alphabet sequences – dot to dot, games and puzzles.
- Alphabet name game – recall the sequence of the alphabet using names.
- Alphabet word game – recall the sequence of the alphabet whe using simple word banks.
- Draw a time sequence – flow chart of the main events in the story.
- Organise sentences – in the correct sequence, relating to a school event, using ords and phrases that signal time as cues (eg. after that, next).
- Mind-maps – show the pupils how to use mind-maps to aid recall of key information.