Working Memory Teacher Plan Lesson Plan created by Andy Casini, OT using Lenny Learning Lesson Plans
Working Memory Mission
UNIT: EF SKILLS Focus: Mental RAM & Processing
LEARNING TARGET
"I can use strategies like visualization and internal repetition to hold, process, and act on multi-step information."
Part 1: Mini-Lesson • The Brain Processor
Visual Briefing (Multimedia)
Show one or both of these videos to introduce the concept of Working Memory as "Mental RAM":
Working Memory for Kids | Executive Function Skills (4:45) - focus on the "holding info" examples.Working Memory: The RAM of Your Brain (3:30) - focus on the computer processing metaphor.
The Hook: "The Mental Sticky Note"
Explain that working memory is like a "mental sticky note" or computer RAM. It's the space where we hold information long enough to do something with it. "It’s not just remembering things; it’s holding them right now so we can USE them."
Strategy 1: Visualization (The Camera)
Tell students to close their eyes and "take a picture" of the information.
Model this with a 3-item list (e.g., Apple, Blue Hat, Umbrella).
Ask: "Where is the umbrella in your mind's eye? Is it above the apple?"
Strategy 2: Internal Echo (The Loop)
Teach students to repeat instructions in a whisper (shadowing) or in their heads.
Model: "Go to the blue bin, get a pencil, and sit on the rug." Students echo it back instantly.
Part 2: Small Group • Mission Control
Activity: Sequence Scramblers
Divide students into teams of 3. Give one student (The Operator) a set of 4 verbal directions. The Operator must relay them to the team, who must execute them in the exact order.
Sample Mission
Tap your left shoulder.
Say the word 'Processor'.
Touch the edge of the table.
Spin around once.
Coaching Points
Encourage the "Echo" strategy—students should whisper the steps as they do them.
Introduce Chunking: Grouping 4 steps into 2 pairs (e.g., "Tap & Say" + "Touch & Spin").
Observe who loses the middle step—this is a classic Working Memory drop-off point.
Part 3: Independent • Data Stream Duel
Mission Manual Guide (Teacher Prompts)
Provide these prompts as students work through their Mission Manual Worksheet:
Level 01 Prompt
"Display a complex image on the board (e.g., a messy desk or a park scene) for exactly 15 seconds. Say 'CAMERA ON' then 'CAMERA OFF'."
Level 02 Data Strings
Read these strings slowly for students to reverse:
Sequence A: 4 - 9 - 2
Sequence B: 7 - 1 - 5 - 3
Sequence C: 8 - 2 - 6 - 0 - 4
Classroom Transfer Activities
Daily Briefing (Morning Meeting)
Give the day's "Three-Step Mission" verbally every morning. No writing it down until the whole class has echoed it back.
Echo Response Routine
Implement a rule: Before starting a task, a random student is called on to "Echo the Specs." They must restate the directions to the class. This forces working memory engagement for the whole group.
Wait Time & Visualization
When giving directions, pause for 5 seconds and say "Take a Mental Snapshot." Have students physically gesture like they are clicking a camera before they move to work.
Exit Ticket: System Check
Choose one prompt for a quick response:
Reflect
"One strategy I used today to keep my 'mental sticky note' from falling off was..."
Predict
"I think my working memory will be most helpful when I am doing [Subject] because..."
Created by Andy Casini, OT • © 2026 Lenny Learning Lesson Plans • EF Skills Academy
Mission Manual Worksheet Mission Manual
Operation: Working Memory
Agent Name:
Date:
LEVEL 01
Visual Data Capture
Instructions: Your teacher will show you a "Mission Scene" for 15 seconds. Use the Camera Strategy (Visualization) to take a mental picture. When the image is gone, answer the questions below.
1. Describe the color and position of the tallest object in the scene:
2. How many animals did you see? What were they doing?
3. What was in the bottom-right corner of the image?
LEVEL 02
Number Reversal
Instructions: Listen as your teacher says a string of numbers. Hold them in your mind, then write them in REVERSE order in the boxes below.
Sequence A
Sequence B
Sequence C
LEVEL 03
Instruction Reconstruction
Instructions: Use the Echo Strategy . Read these steps once, cover them with your hand, and then complete the drawing task in the box.
"Draw a medium-sized circle in the center. Inside the circle, draw a small triangle pointing up. To the right of the circle, draw three vertical lines of equal height."
Draw Mission Output Here
Working Memory Parent Guide Mission Briefing for Families
Working Memory
The Core Mission
This week, our EF Skills Academy focused on Working Memory —the brain's ability to hold and use information "in the moment." It's not about long-term storage; it's about the mental space needed to follow a multi-step direction, solve a math problem in your head, or remember a question while someone else is finishing their sentence.
The "RAM" Metaphor
"Think of your child's working memory like the RAM (Random Access Memory) in a computer or a Mental Sticky Note . If there is too much data coming in at once, the sticky note gets full and information falls off."
DATA IN
Directions & Details
DATA OUT
Actions & Success
Mission Readiness: Home Transfer
1
The Echo Strategy: When giving directions, have your child "echo" them back to you immediately. This forces the brain to process the words twice.
2
Visual Snapshots: Ask your child to close their eyes and "take a mental picture" of what they need to do. Visualization is a powerful backup for auditory memory.
3
External RAM: For multi-step routines (like the morning rush), use a physical checklist. This frees up their mental RAM for more complex tasks.
Intelligence Briefing
Watch with your child:
Working Memory for Kids
A simple explanation with relatable examples of holding info in mind.
https://www.youtube.com/watch?v=3p0m2tD2uJo
The RAM of Your Brain
Kid-friendly video on how working memory works like computer memory.
https://www.youtube.com/watch?v=5Q4a1z4r4I0
Curated by Andy Casini, OT
EF Professional Skills Diagnostic Resource Assembled by Andy Casini, OT
Executive Functioning Diagnostic
Professional Assessment & Data Tracker
Diagnostic Phase
Pre / Mid / Post
Evaluator Briefing
This professional diagnostic tool is designed to systematically track 10 core executive functioning domains. Use the quantitative data gathered here to identify student deficits and select targeted interventions to build specific cognitive competencies across the module.
Student Name:
Evaluator:
Assign points based on observed performance frequency: 0 (Rarely), 1 (Sometimes), 2 (Consistently).
01. Planning & Organization
012
Breaks complex assignments into smaller, logical sequences.
Regularly uses organizational tools (planners, digital logs).
Maintains order of physical materials (locker, binder, desk).
02. Task Initiation
012
Starts working on tasks without the need for external prompts.
Begins tasks promptly once instructions are provided.
03. Time Management
012
Estimates task duration with a high degree of accuracy.
Prioritizes assignments based on urgency and due dates.
04. Working Memory
012
Successfully holds multi-step instructions in mind during tasks.
Recalls previously established procedures mid-assignment.
05. Attention Control
012
Maintains sustained focus on primary tasks despite distractions.
Consistently follows instructions through to completion.
06. Emotional Regulation
012
Manages emotional affect during high-demand tasks.
Recovers promptly from setbacks or academic errors.
07. Self-Monitoring
012
Recognizes mistakes and self-corrects during independent work.
Adjusts behavior appropriately in response to feedback.
08. Flexibility
012
Adapts mental processing when instructional parameters shift.
Transitions smoothly between varied classroom activities.
09. Impulse Control
012
Pauses to process information before acting or responding.
Manages the urge to act prematurely during downtime.
10. Goal-Directed Persistence
012
Works consistently toward established long-term targets.
Maintains focus and motivation despite challenges.
EF Professional Skills Diagnostic Resource Assembled by Andy Casini, OT
Executive Functioning Diagnostic
Professional Assessment & Data Tracker
Diagnostic Phase
Pre / Mid / Post
Evaluator Briefing
This diagnostic tool is designed for professional use by teachers and clinicians to systematically track 10 core executive functioning domains. Use the quantitative data gathered here to identify student deficits and select targeted interventions to build specific cognitive competencies across the EF Mastery Module.
Student Name:
Evaluator:
Assign points based on observed performance frequency: 0 (Rarely), 1 (Sometimes), 2 (Consistently).
01. Planning & Organization
012
Breaks complex assignments into smaller, logical sequences.
Regularly uses organizational tools (planners, digital logs).
Maintains order of physical materials (locker, binder, desk).
02. Task Initiation
012
Starts working on tasks without the need for external prompts.
Begins tasks promptly once instructions are provided.
03. Time Management
012
Estimates task duration with a high degree of accuracy.
Prioritizes assignments based on urgency and due dates.
04. Working Memory
012
Successfully holds multi-step instructions in mind during tasks.
Recalls previously established procedures mid-assignment.
05. Attention Control
012
Maintains sustained focus on primary tasks despite noise/movement.
Consistently follows instructions through to completion.
06. Emotional Regulation
012
Manages emotional affect during high-demand tasks.
Recovers promptly from setbacks or academic errors.
07. Self-Monitoring
012
Recognizes mistakes and self-corrects during independent work.
Adjusts behavior appropriately in response to evaluator feedback.
08. Flexibility
012
Adapts mental processing when instructional parameters shift.
Transitions smoothly between varied classroom activities.
09. Impulse Control
012
Pauses to process information before acting or responding.
Manages the urge to act prematurely during downtime.
10. Goal-Directed Persistence
012
Works consistently toward established long-term targets.
EF Professional Skills Diagnostic Resource Assembled by Andy Casini, OT
Executive Functioning Diagnostic
Professional Assessment & Data Tracker
Diagnostic Phase
Pre / Mid / Post
Evaluator Briefing
This diagnostic tool is designed for professional use by teachers and clinicians to systematically track 10 core executive functioning domains. Use the quantitative data gathered here to identify student deficits and select targeted interventions to build specific cognitive competencies across the EF Mastery Module.
Student Name:
Evaluator:
Assign points based on observed performance frequency: 0 (Rarely), 1 (Sometimes), 2 (Consistently).
01. Planning & Organization
012
Breaks complex assignments into smaller, logical sequences.
Regularly uses organizational tools (planners, digital logs).
Maintains order of physical materials (locker, binder, desk).
02. Task Initiation
012
Starts working on tasks without the need for external prompts.
Begins tasks promptly once instructions are provided.
03. Time Management
012
Estimates task duration with a high degree of accuracy.
Prioritizes assignments based on urgency and due dates.
04. Working Memory
012
Successfully holds multi-step instructions in mind during tasks.
Recalls previously established procedures mid-assignment.
05. Attention Control
012
Maintains sustained focus on primary tasks despite noise/movement.
Consistently follows instructions through to completion.
06. Emotional Regulation
012
Manages emotional affect during high-demand tasks.
Recovers promptly from setbacks or academic errors.
07. Self-Monitoring
012
Recognizes mistakes and self-corrects during independent work.
Adjusts behavior appropriately in response to evaluator feedback.
08. Flexibility
012
Adapts mental processing when instructional parameters shift.
Transitions smoothly between varied classroom activities.
09. Impulse Control
012
Pauses to process information before acting or responding.
Manages the urge to act prematurely during downtime.
10. Goal-Directed Persistence
012
Works consistently toward established long-term targets.
EF Professional Skills Diagnostic Resource Assembled by Andy Casini, OT
Executive Functioning Diagnostic
Professional Assessment & Data Tracker
Diagnostic Phase
Pre / Mid / Post
Evaluator Briefing
This diagnostic tool is designed for professional use by teachers and clinicians to systematically track 10 core executive functioning domains. Use the quantitative data gathered here to identify student deficits and select targeted interventions to build specific cognitive competencies across the EF Mastery Module.
Student Name:
Evaluator:
Assign points based on observed performance frequency: 0 (Rarely), 1 (Sometimes), 2 (Consistently).
01. Planning & Organization
012
Breaks complex assignments into smaller, logical sequences.
Regularly uses organizational tools (planners, digital logs).
Maintains order of physical materials (locker, binder, desk).
02. Task Initiation
012
Starts working on tasks without the need for external prompts.
Begins tasks promptly once instructions are provided.
03. Time Management
012
Estimates task duration with a high degree of accuracy.
Prioritizes assignments based on urgency and due dates.
04. Working Memory
012
Successfully holds multi-step instructions in mind during tasks.
Recalls previously established procedures mid-assignment.
05. Attention Control
012
Maintains sustained focus on primary tasks despite noise/movement.
Consistently follows instructions through to completion.
06. Emotional Regulation
012
Manages emotional affect during high-demand tasks.
Recovers promptly from setbacks or academic errors.
07. Self-Monitoring
012
Recognizes mistakes and self-corrects during independent work.
Adjusts behavior appropriately in response to evaluator feedback.
08. Flexibility
012
Adapts mental processing when instructional parameters shift.
Transitions smoothly between varied classroom activities.
09. Impulse Control
012
Pauses to process information before acting or responding verbally.
Manages the urge to act impulsively during social interactions.
10. Goal-Directed Persistence
012
Works consistently toward established long-term targets.
