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Instead of covering a topic and then moving on, revisit key ideas throughout the school year. Research shows that students perform better academically when given multiple opportunities to review learned material.

Rate: 5

Citation:
Terada, Y. (2017, September 21). Why Students Forget-and What You Can Do About It. Edutopia. https://www.edutopia.org/article/why-students-forget-and-what-you-can-do-about-it.

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Although students may feel that they have learned something if they can point to a whole chapter they're read, it may not be as beneficial as they think. This is because people sometimes end up skim-reading, which doesn't require them to think very deeply about what it is they are looking at.

Rate: 3

Citation:
Busch, B. (2017, October 6). What every teacher should know about ... memory. The Guardian. https://www.theguardian.com/teacher-network/2017/oct/06/what-every-teacher-should-know-about-memory.

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Despite being the weapon of choice for many students, highlighting material often fails to lead to long-term learning.

Rate: 3

Citation:
Busch, B. (2017, October 6). What every teacher should know about ... memory. The Guardian. https://www.theguardian.com/teacher-network/2017/oct/06/what-every-teacher-should-know-about-memory.

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Much of what I found while searching memory and the brain included strategies for teachers to use in the way they instruct in order to help get information into student's long-term memory. A good amount of this will be helpful especially in early childhood, so hopefully students pick up on these strategies as they grow and learn and implement them for themselves as they continue through schooling.

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- The Amygdala
- Involved in fear and fear         memories
- The Hippocampus
- Involved with declarative and episodic memory as well as recognition memory
- The Cerebellum
- Helps to process procedural memories, such as how to play the piano
- The Prefrontal Cortex
- Involved in remembering           semantic tasks

Citation:
Lumen Learning. Parts of the Brain Involved With Memory. Introduction to Psychology. https://courses.lumenlearning.com/wsu-sandbox/chapter/parts-of-the-brain-involved-with-memory/.

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Once an encoded short-term memory is constructed it still needs to be activated multiple times and ideally in response to a variety of prompts for neuroplasticity to increase its durability. Each time students participate in any endeavor, a certain number of neurons are activated. When they repeat the action, the same neurons respond again. The more times they repeat an action, the more dendrites grow and interconnect, resulting in greater memory storage and recall efficiency.

Rate: 5

Citation:
Willis, J. (2020, July 31). How The Memory Works In Learning. TeachThought. https://www.teachthought.com/learning/how-the-memory-works-in-learning/.

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When teachers work to clearly demonstrate the patterns, connections, and relationships that exist between new and old learning, the probability of encoding increases.

Rate: 4

Citation:
Willis, J. (2020, July 31). How The Memory Works In Learning. TeachThought. https://www.teachthought.com/learning/how-the-memory-works-in-learning/.

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It's easier to remember information that's been presented in different ways, especially if visual aids can help organize information.

Rate: 4

Citation:
Terada, Y. (2017, September 21). Why Students Forget-and What You Can Do About It. Edutopia. https://www.edutopia.org/article/why-students-forget-and-what-you-can-do-about-it.

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Instead of grouping similar problems together, mix them up. Solving problems involves identifying the correct strategy to use and then executing the strategy. When similar problems are grouped together, students don't have to think about what strategies to use - they automatically apply the same solution over and over.

Rate: 4

Citation:
Terada, Y. (2017, September 21). Why Students Forget-and What You Can Do About It. Edutopia. https://www.edutopia.org/article/why-students-forget-and-what-you-can-do-about-it.

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Through activities that involve peer teaching or learning in small pairs or groups, students can enhance learning by applying their working memory to the task of explaining and teaching new content to others.

Rate: 5

Citation:
Wilson, D., & Conyers, M. (2015, February 12). Put Working Memory to Work in Learning. Edutopia. https://www.edutopia.org/blog/put-working-memory-to-work-donna-wilson-marcus-conyers.

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Researchers have used elicited imitation to assess declarative memory in preverbal children. In elicited imitation, infants are presented with novel objects and are shown how to use them to create short "events," such as ringing a bell. Immediately and/or after a delay, infants are given the opportunity to imitate the modeled actions.

Rate: 3

Citation:
Pathman, T., & Bauer, P. J. (2020, June). Brain: Memory and Early Brain Development. Encyclopedia on Early Childhood Development. http://www.child-encyclopedia.com/brain/according-experts/memory-and-early-brain-development.

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Asking students to repeat what you have said or to paraphrase it in their own words is a simple way to both assess and increase their working memory.

Rate: 4

Citation:
Wilson, D., & Conyers, M. (2015, February 12). Put Working Memory to Work in Learning. Edutopia. https://www.edutopia.org/blog/put-working-memory-to-work-donna-wilson-marcus-conyers.