# data[].attributes.attachment_link.title
TCU 520 T3 Overview of Retention and Transfer

# data[].attributes.headline
Strategies to Support Memory, Retention, and Transfer

# data[].attributes.subject
Strategies to Support Memory, Retention, and Transfer

# data[].attributes.attachment_link.title
TCU 520 T3 Strategies to improve  memory, retention and transfer

# data[].attributes.attachment_link.readable_text
A person's memory is a sea of images and other sensory impressions, facts and meanings, echoes of past feelings, and ingrained codes for how to behave-a diverse well of information. Naturally, there are many ways (some experts suggest there are hundreds) to describe the varieties of what people remember and how. While the different brands of memory are not always described in exactly the same way by memory researchers, some key concepts have emerged.

These forms of memory, which can overlap in daily life, have also been arranged into broad categories. Memory that lingers for a moment (or even less than a second) could be described as short-term memory, while any kind of information that is preserved for remembering at a later point can be called long-term memory. Memory experts have also distinguished explicit memory, in which information is consciously recalled, from implicit memory, the use of saved information without conscious awareness that it's being recalled.

When a person recalls a particular event (or "episode") experienced in the past, that is episodic memory. This kind of long-term memory brings to attention details about anything from what one ate for breakfast to the emotions that were stirred up during a serious conversation with a romantic partner. The experiences conjured by episodic memory can be very recent or decades-old.

A related concept is autobiographical memory, which is the memory of information that forms part of a person's life story. However, while autobiographical memory includes memories of events in one's life (such as one's sixteenth birthday party), it can also encompass facts (such as one's birth date) and other non-episodic forms of information.

Semantic memory is someone's long-term store of knowledge: It's composed of pieces of information such as facts learned in school, what concepts mean and how they are related, or the definition of a particular word. The details that make up semantic memory can correspond to other forms of memory. One may remember factual details about a party, for instance-what time it started, at whose house it took place, how many people were there, all part of semantic memory-in addition to recalling the sounds heard and excitement felt. But semantic memory can also include facts and meanings related to people, places, or things one has no direct relation to.

Sitting on a bike after not riding one for years and recalling just what to do is a quintessential example of procedural memory. The term describes long-term memory for how to do things, both physical and mental, and is involved in the process of learning skills-from the basic ones people take for granted to those that require considerable practice. A related term is kinesthetic memory, which refers specifically to memory for physical behaviors.

Short-Term Memory and Working Memory

The terms short-term memory and working memory are sometimes used interchangeably, and both refer to storage of information for a brief amount of time. Working memory can be distinguished from general short-term memory, however, in that working memory specifically involves the temporary storage of information that is being mentally manipulated.

Short-term memory is used when, for instance, the name of a new acquaintance, a statistic, or some other detail is consciously processed and retained for at least a short period of time. It may then be saved in long-term memory, or it may be forgotten within minutes. With working memory, information-the preceding words in a sentence one is reading, for example-is held in mind so that it can be used in the moment.

Sensory memories are what psychologists call the short-term memories of just-experienced sensory stimuli such as sights and sounds. The brief memory of something just seen has been called iconic memory, while the sound-based equivalent is called echoic memory. Additional forms of short-term sensory memory are thought to exist for the other senses as well.

Sense-related memories, of course, can also be preserved long-term. Visual-spatial memory refers to memory of how objects are organized in space-tapped when a person remembers which way to walk to get to the grocery store. Auditory memory, olfactory memory, and haptic memory are terms for stored sensory impressions of sounds, smells, and skin sensations, respectively.

Prospective memory is forward-thinking memory: It means recalling an intention from the past in order to do something in the future. It is essential for daily functioning, in that memories of previous intentions, including very recent ones, ensure that people execute their plans and meet their obligations when the intended behaviors can't be carried out right away, or have to be carried out routinely.

Why is it easier to recall lyrics to a song than to memorize a poem? The answer is music.

Why is it easier to recall lyrics to a song than to memorize a poem? The answer is music.

Why is it easier to recall lyrics to a song than to memorize a poem? The answer is music.

# data[].attributes.attachment_link.description
A person's memory is a sea of images and other sensory impressions, facts and meanings, echoes of past feelings, and ingrained codes for how to behave-a diverse well of information. Naturally, there are many ways (some experts suggest there are hundreds) to describe the varieties of what people remember and how.

# data[].attributes.attachment_link.readable_text
Strategies like connecting new information to students' prior knowledge guide them to store what they're learning in long-term memory.

We've all been there. Weeks of carefully planned lessons, and at the end of the unit, the students take the test, and the results are disappointing. How can that be? How is it possible that the students didn't learn the content after all that teaching? It's simple, really: They didn't transfer their learning to long-term memory.

Thanks to advances in neuroscience and cognitive psychology, we now know a lot about how memory works. Here are the basics: First, we engage different types of memory depending on the task. Second, being able to retrieve information stored in long-term memory is an essential part of learning. Third, forgetting is a natural process. Our brains regularly sort through information when we sleep (and while we're awake) to determine what's important to save and what isn't.

When it comes to instruction, it's helpful for teachers to understand the different types of memory, when and how to engage them, and how to instruct students in such a way that they can move new information from their working memory to long-term memory.

The Types of Memory Involved in Learning

The first type of memory engaged when learning is our short-term or working memory. Working memory is temporary storage with limited capacity. Generally speaking, the younger the student, the smaller the capacity. Children who are the same age can have widely varying capacities for working memory. We see this when we ask them to pay attention and follow directions.

In the book Uncommon Sense Teaching, the writers describe working memory as a juggling octopus: "Too many balls at once, and poof, everything falls away!" So, depending on the complexity of the direction or task, it's important to support students who have different capacities for working memory. We can do this by repeating directions, writing directions down, and supporting tasks with visuals.

The second type of memory engaged while learning is our long-term memory. It exists in the cortex and, unlike our working memory, has an unlimited storage capacity. Long-term memory is broken into two main categories: explicit and implicit. Explicit memory uses the conscious recollection of information, experiences, and concepts. Implicit memory is unconscious memory or performing activities without having to think about them, such as riding a bike. The trick is being able to retrieve the information once it's stored.

Research on memory shows that our rote memory is very limited, and it's easy to forget things. When presented with information in isolation or in random order, our brains have a very difficult time encoding it into our long-term memory. According to the Ebbinghaus forgetting curve, we forget a lot of what we learn over time. The more time that passes, the more we forget. This happens relatively quickly, and it'll be lost forever unless we consciously review the information over time. So just because you taught it once doesn't mean your students are going to remember it.

How can educators enhance students' ability to remember? Several strategies supported by research can have a significant impact on a student's ability to remember new learning.

Research-Backed Strategies

Activating background knowledge: Background knowledge is super-important for learning-there may already be a neural pathway in the brain for the new information to connect to and strengthen. We need to activate those connections before we begin teaching the new content or skill. Concept mapping, word webs, KWL charts, think/pair/share activities, and videos are all strategies that awaken previous knowledge and enhance the process of encoding new information.

Having strong background knowledge can actually improve our working memory. Research on schema-based learning reveals that new learning can embed more easily in the neocortex.

Using retrieval practice: If we can't recall the information, we haven't learned it. Students can utilize helpful retrieval practice strategies such as using flash cards, writing down a summary of the day's learning, and reacting to the lesson by stating three main points and their importance. Try using entrance and exit tickets, giving frequent quizzes, and using programs like Kahoot and Quizlet.

Turn and talk to a partner

Do a demonstration

Incorporate active learning or hands-on learning intermittently

Summarize or draw a picture that encompasses the main points of the learning

Use concept mapping or story mapping strategies throughout a lesson

Contextualizing learning: Make learning relevant and interactive. Mix up lessons so that your students don't have to listen to you talk for more than 10 minutes at a time. They have to use their working memory, which has a very limited capacity, to follow a lecture, so stop and have them do the following:

Using interleaved practice: Make connections. When teachers use interleaved practice, they help students make connections to different topics while learning. For example, they may be learning about a particular historical event, but you then connect it to something else that was going on at the time that was also impacted. This term also describes mixed practice, so maybe your students are revisiting addition and subtraction facts when they practice new multiplication facts. Research shows that interleaving improves retention of new information and results in faster acquisition of the information.

Learning depends on our ability to store new information in our long-term memory and our ability to retrieve that information when we need it. Understanding and applying foundational research on memory can help teachers enhance student learning by improving students' ability to move new learning from working memory to long-term memory.

When students transfer information into long-term memory, their working memory doesn't have to work so hard, and they are able to grapple with novel, complex topics quicker and more efficiently. Learning becomes less of a struggle, and students may feel smarter and more confident. When students feel this way, they're more willing to stick with difficult concepts and problems-allowing them to learn deeply. Ultimately, teachers can see better learning outcomes on assessments, which makes them energized and confident too.

# data[].attributes.attachment_link.title
How to Engage Students' Memory Processes to Improve Learning

# data[].attributes.attachment_link.description
Strategies like connecting new information to students' prior knowledge guide them to store what they're learning in long-term memory.

# data[].attributes.attachment_link.description
A simple, intuitive reader app that makes learning more effective

# data[].attributes.headline
How Trauma Impacts Four Different Types of Memory

# data[].attributes.subject
How Trauma Impacts Four Different Types of Memory

# data[].attributes.attachment_link.title
trauma impacts four different types of memory

# data[].attributes.attachment_link.title
Does Trauma Cause Memory Loss? It’s Possible

# data[].attributes.attachment_link.description
Experiencing a traumatic event may lead to significant effects on your mental health, including amnesia. Here’s why and how it works.

# data[].attributes.headline
What Occurs in the Brain in Relation to Trauma and Memory?

# data[].attributes.subject
What Occurs in the Brain in Relation to Trauma and Memory?

# data[].attributes.attachment_link.title
TCU 520 T3 What Occurs in the Brain in Relation to Trauma and Memory

# data[].attributes.body
Procedural Memory:

https://www.verywellmind.com/what-is-procedural-memory-2795478

# data[].attributes.body
Prospective Memory:

https://www.dtainnovation.com/amplify/prospective-memory-failure

# data[].attributes.attachment_link.title
How Trauma Can Impact Four Types of Memory [Infographic] - NICABM

# data[].attributes.attachment_link.description
Traumatic memory can infiltrate every part of a client’s life. This infographic shows how trauma can impact 4 types of memory differently.

# data[].attributes.attachment_link.keywords[]
productive math struggle: a 6-point action plan for fostering perseverance (corwin mathematics series)

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / mathematics

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - mathematics

# data[].attributes.attachment_link.keywords[]
productive struggle; productive struggle in mathematics; growth mindset in mathematics; value productive struggle; community for productive struggle; plan a lesson for productive struggle; support productive struggle; reflect on productive struggle; elementary mathematics; secondary mathematics

# data[].attributes.attachment_link.keywords[]
productive struggle;productive struggle in mathematics;growth mindset in mathematics;value productive struggle;community for productive struggle;plan a lesson for productive struggle;support productive struggle;reflect on productive struggle;elementary mathematics;secondary mathematics

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - mathematics

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / mathematics

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - mathematics

# data[].attributes.attachment_link.title
Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance (Corwin Mathematics Series)

# data[].attributes.attachment_link.description
Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance (Corwin Mathematics Series) [SanGiovanni, John J., Katt, Susie, Dykema, Kevin J.] on Amazon.com. *FREE* shipping on qualifying offers. Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance (Corwin Mathematics Series)