Many students with learning disabilities struggle with working memory and recall. They may forget important details, lose track of steps in a process, or have difficulty holding onto information long enough to use it for comprehension, problem-solving, analysis, and synthesis. That is why explicit memory strategies matter.

One effective Tier 2 instructional support is the use of chunking, processing, and paraphrasing to help students retain and apply what they are learning. When teachers intentionally limit the amount of new information presented at one time and then provide opportunities for students to restate and revisit that learning, students are more likely to remember it and use it successfully.

Limit Information by Chunking

Working memory is limited, which means students can only hold a small amount of new information at one time. When too much information is presented at once, many students become overloaded before they can process what matters most.

That is why chunking is so important. Chunking means breaking content into smaller, meaningful parts so students can take in and organize information more effectively. Instead of teaching too much in one long stretch, teachers can present ideas in shorter segments and group related concepts together.

Visual organization can also strengthen this process. Color coding, clear formatting, and visual grouping help students see how ideas connect. For example, if students are learning about different types of memory, related facts can be grouped by color or category so the information is easier to process and recall. When information is presented in manageable chunks, students are more likely to remember it and build understanding from it.

Paraphrase Immediately

Another effective way to strengthen memory is to ask students to paraphrase important information right after it is taught. After introducing a key concept, ask a student to explain it in their own words.

This strategy takes only a few seconds, but it gives the brain another chance to process the information. It also allows students to hear the same idea expressed in a different voice and with slightly different wording. That novelty matters. When students restate learning in their own words, they move beyond passive listening and begin actively processing meaning.

Immediate paraphrasing can also help teachers check for understanding quickly. If a student cannot explain the idea clearly, that is a signal that more modeling or support may be needed before moving on.

Paraphrase Again Later

Paraphrasing becomes even more powerful when students are asked to bring information back later in the day. When students revisit something they learned an hour earlier and restate it in their own words, they strengthen recall and deepen retention.

This simple practice helps move information from a brief classroom moment into active learning. It gives students another opportunity to connect to the content, organize it mentally, and prepare to use it in discussion, writing, or problem-solving.

Teachers can do this informally with a quick verbal review, partner discussion, or short written response. The key is not complexity. The key is repetition with purpose.

Why This Strategy Works

Chunking, processing, and paraphrasing work together because they reduce overload and increase meaningful interaction with content. Students are not expected to hold onto too much at once. Instead, they receive information in smaller pieces, process it actively, and return to it again before it disappears.

For struggling learners, this can make a major difference. When students remember more, they are better able to comprehend, apply, and analyze what they are learning. The goal is not simply memorization. The goal is to give students the support they need to build understanding and confidence.

Feed the brain small chunks at a time, and students are more likely to remember, understand, and use what they learn.

If you want, I can also add the FAQ, metadata, tags, and SEO recommendations directly onto this rewritten version so you have a single paste-ready draft.

FAQ

What is chunking in teaching?
Chunking is the practice of breaking information into smaller, meaningful parts so students can process it more easily. This supports working memory and helps reduce cognitive overload, especially for struggling learners. Research on working memory commonly suggests a limited capacity of about 3 to 5 meaningful chunks, depending on the task.

Why does paraphrasing help students remember information?
Paraphrasing helps students remember information because it requires them to restate new learning in their own words. That process deepens understanding, reinforces recall, and can improve comprehension. Studies of paraphrasing instruction have found positive effects for struggling readers and for text recall.

How can teachers support working memory in the classroom?
Teachers can support working memory by presenting information in small chunks, using visuals and clear organization, providing immediate practice, and asking students to revisit new information through discussion or paraphrasing. These strategies help students hold onto new learning long enough to understand and apply it. Working memory is strongly related to reading, language comprehension, reasoning, and problem-solving.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post Chunking, Processing, and Paraphrasing: A Memory Strategy for Struggling Learners appeared first on Susan Fitzell.

Innovation and creativity are the lifeblood of business. To get to both of those, you need different perspectives and ways of thinking. That is why companies hire consultants and agencies.

A more effective way for businesses to gain different perspectives and divergent thinking is to hire a diverse team. Neurodiversity is just as important as other forms of diversity. A neurodiverse person’s brain is wired differently. They experience the world differently than neurotypical people and often have entirely different perspectives.

People with OCD or autism may be frustrated with systems or processes and, consequently, find ways to make them more efficient. People with sensory processing disorders may help workplaces rethink how they communicate to keep employees happy and increase productivity.

Recently, I spoke with Gregg Gregory on his podcast The Teamwork Advantage about the importance of neurodiverse teams. We discussed the challenges of neurodiversity in the workplace and its advantages.

So why is neurodiversity important in business environments?

Neurodivergence Leads to Creativity

Some of the world’s greatest minds are neurodivergent. Elon Musk and Bill Gates have Asperger’s, and Richard Branson and Charles Schwab have dyslexia. All of them credit their neurodivergence for their success. It allowed them to see the world differently and approach problems from a different angle.

Did you know the late founder of Ikea, Ingvar Kamprad, was dyslexic? It was the reason behind the unique Swedish names of all their products. He struggled with inventory numbers, so he decided to name the products.

The corporate world often gets bogged down in “the ways things are done” and fails to acknowledge that there may be better ways to do things. All it takes is a little bit of frustration and determination to find a solution. For example, businesses shifted to an open-plan office layout to encourage collaboration and create a sense of team unity. At the time, a lot of data showed that it would positively affect employee productivity. However, many thought leaders and researchers believe that the challenges outweigh the benefits for employees that dislike open-plan office space.

Rather than convert processes and spaces for one-size-fits-all solutions, consider multiple options for using the workspace. I call this Dynamic Workspace Design.

Neurodivergence Leads Us to Rethink Talent

Everyone has strengths and weaknesses in a role. One employee may be skilled at presenting and public speaking but does not have the attention to detail required to manage a project. One employee may be good at coding but constantly falls behind on their admin work. We are already aware that people have strengths and weaknesses and that a good “all-rounder” is rare to find. Yet, we still expect employees to work on their shortcomings as if they are more critical than the strengths and skills for which they were hired.

Workplaces are already familiar with the concept of fitting together different disciplines and talents to create a product or finish a project. Marketing agencies will form small groups to create a campaign; writers, designers, project managers, and lawyers will all work on a new marketing campaign to ensure each aspect of the project is completed to the highest standard. It is unreasonable to expect one person to be able to research, write, design, and check a campaign for compliance to achieve a high standard.

People with OCD or those on the autism spectrum have shown remarkable talent, especially in technical fields like software development. But many have historically failed the traditional interview test because their behavior doesn’t follow social protocols. Or worse, they are hired for their exceptional talent but leave when they are bullied or ostracized in their teams because people feel uncomfortable around them. Why? Because they are odd or quirky or don’t make eye contact.

Neurodiverse teams offer an opportunity to rethink the way businesses do things. The scope of roles could be narrowed to better fit employees’ talents. What if job-related tasks were always done by the person who was the most talented at that particular task? A Dynamic Workplace Design approach would consider what works best for the employee or team in a given situation.

Would sales increase if a business always sent the salesperson that was most knowledgeable about that particular type of client? Would technology improve if the person doing the coding was the best at that specific coding language and kind of project? Instead of forcing employees to spread their efforts over various tasks, we could laser focus them on getting the most out of their aptitudes.

Opportunity to Innovate

Neurodiverse teams offer a prime opportunity to rethink corporate culture. It forces businesses to recognize that no two employees are the same; therefore, a one-size-fits-all approach will not work. When you rework the standard operating procedures to get the most out of neurodiverse employees, it leads to getting the most out of all employees. A better way to support productivity and promote loyalty amongst employees is Dynamic Workplace Design — the opposite of one-size-fits-all!

FAQ

What is neurodiversity in the workplace?
Neurodiversity in the workplace refers to the presence of employees who think, learn, process information, and communicate in different ways. A neurodiverse workplace includes both neurotypical and neurodivergent people, and a neuroinclusive culture works to support that range of cognitive styles.

Why are neurodiverse teams valuable in business?
Neurodiverse teams can strengthen innovation, collaboration, and problem-solving because they bring together different ways of thinking and working. Employer guidance from CIPD highlights benefits tied to neuroinclusive organizations, including employee confidence, success, retention, collaboration, and creativity.

What is the difference between neurodiversity, neurodiverse, and neurodivergent?
Neurodiversity refers to the natural diversity of human minds. Neurodiverse is an adjective that describes a group, team, or workplace. Neurodivergent describes an individual whose way of thinking or processing differs from what is considered typical. That distinction is widely recommended in current neurodiversity guidance.

Neurodiversity Definition

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

Photo by Amauri Mejía on Unsplash

FREE DOWNLOAD: Neurodiversity in the Workplace: Things to Consider Before You Jump On the Bandwagon

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization!

The post Why Neurodiverse Teams Drive Innovation at Work appeared first on Susan Fitzell.