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Learning is the process by which we acquire new knowledge; memory is the process by which we retain the knowledge. Memories are formed when a group of neurons fires together when activated. Therefore, it is important to keep the neurons activated for the information to be stored as a memory. The more sense and meaning the learner can attach to the new learning, the more likely it is that it will be stored in different networks. This process now gives the learner multiple opportunities to retrieve the new learning.

(How the Brain Learns)

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The three types of memory are short-term, long-term, and sensory memory. Sensory memory is when students get exposed to new information through their senses. The information here is usually stored only for a couple of seconds. However, sensory data that is not lost moves on to the immediate memory which is called short-term. The student can usually recall this information at the moment. This information will then be passed on to working memory and in order for it to be stored as a long-term memory, the information needs have sense and meaning for the student. Therefore, the students' experiences will determine the importance of the information. Long term-memory is categorized in two sections; declarative and nondeclarative memory. Declarative memory holds facts and past events. Nondeclarative memory holds procedures and skills learned.

(How the Brain Learns)

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The brain's main job is to help its owner survive. Therefore, it will process immediately any information that is related to a past traumatic event, blocking out any other information from coming in. Before a child gives their full attention to learning, they must feel physically and emotionally safe. Emotions interact with reason to support or inhibit learning.

(How the Brain Learns)

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The goal is for teachers to create engaging, meaningful and thoughtful lessons for the benefit of students. The more engaged students are with their senses while learning, the more information that will be transferred to long-term memory.

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Students are exposed to new information everyday, and as teachers we want to help strengthen their memory. Some strategies to use are; activating background knowledge (students make personal connections), using retrieval practice (exit tickets, summaries, etc.), and contextualizing learning (interactive and relevant).

(How to Engage Students’ Memory Processes to Improve Learning)

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Retention refers to the process where long-term memory preserves information and the learner can locate, identify and retrieve the information when needed. Retention is achieved when the learner has the proper time to process and reprocess the information. The key is to provide sufficient time between initial processing and reprocessing to allow the learner to review the information, make sense of it, and assign value to it. Students undergo learning episodes that vary in length depending on the age/child. These learning episodes follow the same pattern; prime-time 1, down-time, prime-time 2. During prime-time 1, new information should be given right after getting the class' attention. During the down-time, students should be rehearsing and processing the new information in various forms. During prime-time 2, towards the end of the lesson, students should be given the new information again for them to reprocess after receiving exposure.

(How the Brain Learns)