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Baddeley's Model of Working Memory is a cognitive model developed in the late 1970s that describes the temporarily stored information used in planning and completing tasks This model is an updated version of the Atkinson-Shiffrin Model of Memory, which proposed that short-term memory was limited to 7 items. Baddeley's model corrects this statement by introducing the concept of a multi-component working memory system. This system is composed of the central executive component, the phonological loop, the visuospatial sketchpad, and the episodic buffer. The central executive component is responsible for controlling which information is used in the working memory system. It can focus attention on different tasks, make decisions or judgments, and determine the order to do tasks in. The phonological loop is responsible for storing and manipulating verbal information, such as speech or numbers. It is composed of two parts- the phonological store, which contains the sounds that are heard and the articulatory rehearsal loop, which is able to repeat sounds until they are no longer remembered. The visuospatial sketchpad is responsible for storing and manipulating information about shapes and where objects are located. The episodic buffer is a component that is responsible for connecting information from multiple sources, such as information from the other three components, and can store and integrate this information over extended periods of time. Baddeley's Model of Working Memory can be applied in the classroom in a number of ways. Here are five of the best examples: 1. Memory Strategies: Students can be taught memory strategies, such as visual imagery and rehearsal, to improve their working memory and ability to remember information. 2. Self-monitoring: Teachers can help students become more aware of their own working memory abilities and teach them techniques to recognize when their attention is waning. 3. Interleaved Practice: By using this practice, students are exposed to multiple topics and are able to practice multiple skills at once. This helps to improve both working memory and long-term memory. 4. Collaborative Learning: By working in small groups, students are able to take turns helping each other, making it easier to remember the material and use their working memory more effectively. 5. Breaking Tasks Into Smaller Parts: By breaking down large tasks into smaller, easier-to-manage parts, students are able to process the information and store it more efficiently in their working memory. This makes it easier to recall the information when it is needed. Overall, Baddeley's Model of Working Memory provides a useful tool for teaching students how to use their working memory more effectively in the classroom. By utilizing the strategies outlined above, teachers can help their students to better understand and use their working memory to improve their academic performance.