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I personally suspect that smaller working memories and shorter long term memory retention is causal to low attainment ... but I don't know any way to prove this (ethically) than try to improve low attaining students effective memory capacity and strategies to increase long term memory intention. True or not, giving students strategies to that need less working memory in problem solving , enables better attainment outcomes.
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The plan for this page is to build up examples and include links to "teaching Higher work to Foundation students" videos and more easy on the eye or student "remind-me" videos. For now though here is a list of situations where we have found asking students to make it more concrete has helped.
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