## Key Ideas > [!abstract] Core Concepts > > - **Memory is residue of thought**: Students learn what they pay attention to, making focused attention essential for learning > - **Fragile during practice**: Avoid questions, reminders, or jokes during independent work to maintain concentration > - **Teacher control required**: Use live modelling and checks for listening rather than pre-created presentations ## Definition **Attention**: Concentration or focus on task to the exclusion of other stimuli, essential foundation for all learning. ## Connected To [[Engagement]] | [[Silence]] | [[Check for Listening]] | [[Surface and Deep Structure]] --- ## During teaching Memory is the residue of thought. Students learn what they pay attention to (Willingham, 2009). This principle requires that all students are paying attention and [[Silence|silent]] before starting any teaching. Students who work ahead whilst ignoring instruction miss subtle but important points. Teachers should model by hand rather than clicking through pre-prepared PowerPoint presentations to control pacing and flow. Regular [[Check for Listening|checks for listening]] during instruction help ensure students maintain focus throughout. ## During independent practice Whilst securing attention during teaching is necessary, maintaining focus during independent practice requires different considerations. Student attention during independent work is fragile. Asking questions, making reminders, or telling jokes interrupts concentration (Cowan, 2001; Kane & Engle, 2002). Independent practice should be conducted in [[Silence]] to maintain focus on mathematical thinking (Shield & Dockrell, 2008). Students cannot learn if not paying attention to mathematical content. Teachers should ensure students are [[Engagement|engaged]] in thinking about mathematics, not just [[Surface and Deep Structure|surface structures]] of questions. During long practice sessions, it may be necessary to schedule short [[Relationships and Regulation#Proactive Strategies for Self-Regulation|breaks]] to help maintain focus. ## References Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. *Behavioral and Brain Sciences*, 24(1), 87-114. https://doi.org/10.1017/S0140525X01003922 Kane, M. J., & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective. *Psychonomic Bulletin & Review*, 9(4), 637-671. https://doi.org/10.3758/BF03196323 Shield, B. M., & Dockrell, J. E. (2008). The effects of environmental and classroom noise on the academic attainments of primary school children. *The Journal of the Acoustical Society of America*, 123(1), 133-144. https://doi.org/10.1121/1.2812596 Willingham, D. T. (2009). *Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom*. Jossey-Bass. ---