Dr. Sarah Oberle
speaker
399 appearances
1 recordings
1 series
first heard Jul 2026
last heard 24 Jul
Dr. Sarah Oberle’s voice in public audio — every appearance, attributed to the second.
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recordings per month · last 12 monthsRecordings per month over the last 12 months — 1 in all, peaking in Jul 2026 with 1.
Appearances
We s I'll say in a snap in my classroom, you just know it.
It's memorized, it's in your long term memory.
is a gift because now your students aren't enacting their working memory.
Working memory gets a break there.
Um on the flip side, any activity that you are giving and your students aren't fluent or automatic in those skills that are needed, you you are giving a
extra cognitive load.
You're giving their mind extra work to do.
So an example I always use is writing.
If I'm asking my six-year-olds to write a sentence and they're not fluent in letter identification.
or letter orientation or letter sounds.
In addition to asking them to write a sentence, I'm giving them all those other jobs as well, which means the product that I get, which I'm going to use uh to
Determine how well they're doing isn't necessarily a reflection of the goal, which was the sentence writing.
It's a reflection of all those other skills.
that they have not yet mastered.
So any prerequisite skills, but it's also automaticity of things like routines.
Automaticity of when I come in the classroom, I know where to put my things, I know what to do because it's the same every day.
I'm not wasting time getting distracted or trying to figure out, no, I wanted mine there, but she wants hers there and I don't have the
The flexibility and the maturity.
Um, you know, and I'm and I'm sort of wasting some of that uh bandwidth that I arrived to to navigate these things that have nothing to do with the learning.
So those two things, the decreasing interference, the increasing automaticity.
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