• Provide one instruction at a time until the student can remember two instructions; provide two instructions at a time until the student can remember three; and build up the amount from there.
• Provide opportunities for the student to practice oral direction and/or instruction, i.e., in each classroom, write what is going to happen each day/in each lesson, on the board.
• When the student appears to have learned a rote-skill, continue practising and aim for over-learning.
• Help the student recognize when and how to apply and generalize a skill to a new situation by employing something that has been learned over time and space.
• Concepts presented in a concrete fashion (i.e., with examples) will be easier to learn and retain than abstract concepts.
• Concepts are easier to learn and retain when they are presented in a familiar context or in a context in which the skill will be used.
• Concepts paired with a visual representation may be easier to learn and retain.
• Learning through art and music activities may use the student’s strengths and is often an area where a student with FAS/E will shine.
• Aspects of memory that involve paying attention can be enhanced through memory games and teaching memory strategies.
• Provide practice in sequencing events, such as creating a photo story.
• Assess the student’s learning more frequently, and on shorter units of work, than for other students; then continue to reinforce the concepts.
• Use recognition questions rather than open-ended ones.
• Use language that is familiar to the student.
• Use cuing (i.e., hinting) or prompting to help the student recall details.
• Teach the students strategies for remembering (e.g., make a list; note on a calendar) to the extent that they can manage the strategies at their own level of development.
• Develop a system with the parents or guardians regarding homework. For example, use a school/home book for assignments; make sure the student has written assignments down accurately.
• Have the student hand in homework immediately on arriving at school in the morning.
• Give feedback to students so that they can get some insight into their behaviour and how it affects themselves and other learners.
• Use one workbook or three-ring binder, with separate colour coded duotangs and colour coding for subject areas.
• When giving verbal instruction, write down the main points on an overhead or on a board.

Appendix 5: Memory Skills Checklist