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There are different types of memories, in which we use for various purposes. These include long-term memory, short-term memory, and sensory memory. Within the long-term memory, there is also episodic, semantic and procedural. Episodic memory relates to recalling a certain event or memory, while the semantic memory has more to do with recalling random facts, definitions, and specific details (Psychology Today, 2024). Procedural focuses more on activities we may have learned to do, such as learning to ride a bike or tie our shoes, which connects more with our kinesthetic learning (Psychology Today, 2024). While our long-term memory is the one that sticks with us the most, short-term memory is still extremely important, as it is the reason we are able to store anything in our long-term memory. "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" (Psychology Today, 2024). These may include a random fact that we read about, but a few minutes later will quickly forget about in most instances. Lastly, there is the sensory memory, which are the memories related with our five senses, specifically sights and sounds. For example, thinking of a certain song when the beat of it plays or remembering where groceries are located within a familiar store (Psychology Today, 2024). All three of these types of memories work together and help us to retain information we are taught throughout a given day and the memories we create. Memory is the most vital aspect of our daily lives in both educational or professional learning environments.

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The three types of memories (long-term, short-term, and sensory) are all extremely important working parts when it comes to the process of learning in both the educational and professional environments. There is a lot that goes into retaining information, and it is necessary to remember that "being able to retrieve information stored in long-term memory is an essential part of learning" (DiTullio, 2021). There are strategies we can use as educators to help establish memories and retain information for our students, as well as ourselves. Using background knowledge can help people retain new information through making connections to what they already know, so that is able to stick with them. This could apply to both school and a career, as we are building off of what we have already learned. Another fact to know is that "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" (DiTullio, 2021). When memories are being retained, this is the process that determines what we should be remembering, and the little details that may not be so important to remember for future reference.

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Retention and transfer directly relate to one's ability to learn. Retaining information means that it is a piece that sticks with us, and the transfer piece has to do with transferring the information into the long-term memory. That means that once the information that was learned is in the long-term, we are able to recall it when needed. We need to be able to recall the information we learned for it to stay with us (DiTullio, 2021). There are several strategies that can be used as an educator to help with retention in students, which will be discussed later on, but it is important to remember that repetition and making connections are key components of retention. "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" (DiTullio, 2021). By making connections and using background knowledge, the transfer of new information to the long-term memory will occur more naturally and allow for effective learning.

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There is a lot that occurs in the brain in relation to trauma and memory; more specifically, the fact that trauma can directly correlate with memory loss. This memory loss is a form of a coping mechanism that those who have experienced trauma use to block out their traumatic experiences. "Psychological and emotional trauma can trigger memory loss as a protective mechanism against reliving distressing emotions associated with trauma" (Harbor Mental Health, 2023). This also happens in regards with PTSD, where dissociative amnesia plays a part, specifically when triggered by severe stressors that have been encountered (Harbor Mental Health, 2023). All in all, memory loss is an extremely common occurrence in brains that have experienced any form of trauma. It is the brains way of trying to forget anything that can correspond with a traumatic experience.

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There are several strategies educators can use in the classroom that can enhance student retention and memory.

One of the most important strategies we can use is by having students activate their background knowledge. Being able to connect a new concept to something previously learned always the information to be better retained and recalled. Activating background knowledge can be done through the use of several strategies. "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" (DiTullio, 2021). Along with connecting to background knowledge, using retrieval practice strategies can be effective when information is difficult to retain for a student. This can be done by doing daily classroom routines, such as using vocabulary flash cards, writing down a summary, completing exit tickets, or using review games, such as Kahoot or Blooket (DiTullio, 2021). Through repetition and practicing a concept every day, it is more likely going to stick with a student. This could also apply to students have experienced trauma to strengthen their memory and to engage them in learning. Allowing school to be a safe and fun environment for students to learn can bring comfort to students who may have experienced trauma before. Overall, in the context of education, allowing students to do multiple activities and to take accountability in their own learning can be small steps an educator can take to aid students in retaining information learned in a school day.

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DiTullio, G. (2021). How to engage students' memory to improve learning. Edutopia.

Harbor Mental Health. (2023). Does trauma cause memory loss? https://www.psychologytoday.com/us/basics/memory/types-of-memory

Psychology Today. (2024). Types of memory. https://www.psychologytoday.com/us/basics/memory/types-of-memory

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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.

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How to Engage Students' Memory Processes to Improve Learning

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Strategies like connecting new information to students' prior knowledge guide them to store what they're learning in long-term memory.