Chunking, also known as ‘The Segmenting Principle’, indicates that learning can be optimised when material is presented to students in segments or smaller related chunks, rather than as a continuous block. Chunking is particularly useful in the early stages of learning where new material and information is encoded. Due to the limitations of working memory (limited in terms of capacity, how much information can be held and also limited with duration) chunking can prevent learners from attempting to hold onto too much information but instead grasp content at a manageable pace.
Chunking has been shown to be useful for both retention of information and the transfer of information. This technique can be used with learners of all ages and across different subjects and topics. As with all aspects of evidence-based teaching practices, it is important to ask: what does this look like in the classroom? The application of evidence-based teaching and learning principles and practices will vary depending on the classroom context. Below are some suggested methods of using chunking in the classroom.
Instructions
Teachers regularly provide instructions to their classes. There can be several reasons to explain why students do not follow instructions correctly. The first could be linked to attention (or lack of attention and focus) another consideration could be behaviour, whether the student was listening and concentrating. Students may struggle to follow instructions if they do not understand the instructions and what they are expected to do. Finally, if students have paid attention, listened and fully understood the instructions yet are unable to follow the instructions accurately it is highly likely they have forgotten the instructions provided by the teacher. There are simple ways to overcome this. The first is to break down the instructions in short steps and stages, completing one instruction at a time then moving onto the next task. Another solution for the teacher could be to ensure the instructions are visible to all learners so they can refer to if they need to.
Explanations
Explanations play a crucial role in the learning process. Once again, student attention plays an essential role in the ability to comprehend a teacher’s explanation and regular questioning can monitor and check students’ level of engagement and understanding. A common mistake I made early in my teaching career was to spend a significant amount of time during the initial stage of the lesson explaining curriculum content and concepts. This would then be followed by a student task to consolidate that content. However, if I spoke for a significant amount of time before allowing my students to complete a task that is a heavy burden on their limited working memory. Through breaking down my explanations into smaller chunks and using time differently within a lesson, the students were able to consolidate content in a manageable, memorable, and meaningful way.
Chunk. Check. Correct.
This is a technique I use to support my classes with self and peer assessment. Through self or peer checking and correcting, students can identify errors or misconceptions before the work is submitted to the teacher. However, it can be easy for learners to overlook or miss errors and misconceptions. Through ‘chunking the checking’ students can be instructed to focus on a specific area. For example, the class can be instructed to review their work with a focus on literacy, or a specific focus on spellings. This has prioritised focused feedback, so they are able to check and correct and then move onto the next chunk/area. The next area could be to check and correct all factual content, or again to be more specific check the historical dates or correct use of the past tense. As students develop and gain experience with self and peer assessment, I tend to move away from this approach, but I have found it helpful with younger learners.
Note taking (The Cornell Notes Method)
The Cornell Notes Method can be used for student note taking, inside or outside of a lesson. There are templates available online or students can be instructed to divide up their page into different sections. This template promotes chunking through the different sections students are required to complete. The sections include a title, key words, notes, questions and summary (there are different variations and adaptations of the original template). This method encourages students to keep a record of class notes whilst also being aware of the key terms, important notes and main ideas with a concluding summary which should be linked to the learning intentions.
For more information about Chunking and ‘The Segmenting Principle’ see the Explaining course available as part of the Great Teaching Toolkit.
Learn more about working memory and theories from cognitive neuroscience and psychology, you can complete the online Science of Learning Programme, as part of the Great Teaching Toolkit.
