# data[].attributes.body
Long term memory refers to the memory that is filed away in our brains, similar to a vast library. Memories, experiences, skills, and knowledge are stored in this area. Long term memory can be described as the process of storing and retrieving information (Sousa, 2022).

In education, this aspect of the brain allows students to retrieve information when it is needed as well as connect new learning to prior knowledge. In doing this, the stronger these memories become in their long term memory. Long term memory is crucial for the classroom because students gain better knowledge foundation, improve critical thinking skills, and boosts confidence and motivation to continue to learn.

Similar to a tree with deep roots, memories are introduced (the seeds) and the brain processes the information by encoding and creating structure for the memory. The brain then files this memory away in storage and with repetition and sleep, memories move into a more stable section of the brain (creating roots). When memories are retrieved frequently, the stronger and larger the neural pathways become efficient (the leaves/branches).

# data[].attributes.body
Short term memory is the storage of information for a short period of time. We use short term memory when needing to remember a name of a new person, a quick fact, or another minuscule detail only required for a brief time (Psychology Today, n.d.). Without the need for repetition or connections, this information is gone in a matter of seconds or minutes. Working memory and short term memory are often interchangeable because they both store information for short amounts of time.

During learning, short term memory allows students to retain information while learning. They are able to follow directions for a task or copy notes which translates to retaining information just long enough to be able to use it. Similar to a sticky note, your brain is able to hold onto small amounts of information for a short period of time. When a sticky note is written on, the information is used for a small time and then disposed of when no longer applicable.

# data[].attributes.body
Sensory memory is a very brief "flash" of what we see, feel, or hear. This occurrence lasts for only a few seconds, just enough for the brain to process, decipher, and get rid of. If we are to see a flash of light, even though it was only a second or two, it was long enough for our brains to quickly store it in sensory memory, which fades away or transfers to short term memory.

This process is critical for students and education as it serves as the very first step in the process of receiving information as well as understanding the world around them. This memory allows students to quickly process information before transferring it to short or long term memory. During lessons, students are gathering information left and right, this process gives students the ability to decide if information was important enough to be moved.

# data[].attributes.body
Retention is the process when long term memory has stored information in such a way that our brains are able to locate, identify, and retrieve for future use (Sousa, 2022). Learning is a continuous flow of new knowledge and being able to recall information that was previously taught.

Students who lack retention often struggle to apply what they have learned when they are faced with it again in exams or tasks. When thinking of retention, one can relate it to books on a sturdy book shelf, memories are stored in short or long term memory to be use later on, similar to books to be read again.

Retention can be influenced by the repetition and practice of information, the meaningfulness or connection made, how information is organized, as well as the quality of sleep produced. All of these factors are crucial in the learning process.

# data[].attributes.body
Transfer is the ability to use prior knowledge and apply it to new skills. When new information is taught, long term memory shuffles through the many memories and brings forward the learning that was previously taught (Sousa, 2022). The ability to transfer information depends on full understanding and the connections made to other knowledge.

In connection to learning, retention and transfer are interlaced together. One can't happen without the other. Each day, educators are using prior knowledge and applying it to new learning. If a student is able to access prior knowledge, they are able to build on that foundation and create a new connection.

# data[].attributes.body
By making meaningful connections with students, students are able to connect to the learning and apply the knowledge to their own lives. This produces a deeper understanding for a subject as well as interest.

To make meaningful connections, educators can:

Create a narrative for a problem or tell a story using examples that the students are familiar with.

Make real-life connections

Encourage students to share experiences or connections

Use culturally relavant materials

Think-pair-share activities allow for students to process information, create a connection to share with a partner, and then share with the class

For students with trauma, retrieving information can be difficult without a personal connection. When content is meaningful to the student, it allows them to make a connection which strengthens the ability to retain knowledge in their short or long term memory.

How will this be helpful?

Making meaningful connections is helpful in the classroom because it improves engagement and student ability to have long term memories.

# data[].attributes.body
Engaging students by allowing them to use all of their senses gives them a different way of encoding and retaining information. At the same time, it allows learning to be accessible to all students and provide them with a deeper understanding.

Ways to implement multi-sensory learning:

Use multiple senses including touch, sight, smell, hearing (not so much taste) during instruction

Color code information

Show videos/play sounds or songs

Use digital tools

Discussion based learning for auditory learners

Utilize partner or group sharing for peer teaching

Hands on activites

Simulations/Act out

Provide movement or "brain breaks" to give students a chance to recenter

Offer choices for how students want to learn, this creates a personal connection and increases motivation

For students with trauma:

Sensory activities are often relaxing or allow students to practice regulating their emotions such as using fidget tools during instruction or use deep breathing techniques. Some students may be overwhelmed with specific modes of learning so allowing them to choose and seek a choice they feel comfortable with engages them in the learning while still meeting them where they are.

How will this be helpful?

By incorporating students senses, educators are able to create a rich and diverse learning environment for their students. Students will likely be more engaged in their learning and motivated to be successful. This will have an effect on student productivity and retention.

# data[].attributes.body
By having a structured and predictable routine for students reduces the amount of stress and uncertainty they may feel. When a classroom is overwhelming or stressful, the brain is unable to respond as quickly and efficiently. With structure, students are able to recall information throughly because they feel comfortable in class and know the expectations.

To create structure, educators can:

Set clear expectations

Have classroom rules posted for students to refer to

Be explicit with directions and procedures

Visual schedules

Verbal and visual cues for transitions

Give students purpose or a role in the classroom by giving classroom jobs

Have a calming corner- allows students to have a safe space

Be a role model for how to regulate emotions

For students with trauma:

Routine makes students feel secure and safe. If aspects of the day are consistent, then students can feel relaxed and at ease with being able to make other decisions including learning. Students need security and control in order to learn. Having trauma can easily make a student feel overwhelmed so with clear routines, students can have control over their emotions.

How will this be helpful?

Having clear and concise expectations for students will make the day go smoother. Routines provide students and teachers with structure and each day has similar expectations. This allows educators and students to feel secure in the learning process. Having structure also allows for more focus and retention because it minimizes the amount of distractions and opportunities for students to be disregulated.

# data[].attributes.body
Trauma is an event or experience that has overwhelmed and put the brain into deep distress. Students who experience trauma have brains that have been wired and prioritize protection over learning. After experiencing trauma, the brain puts up walls and goes into "survival mode".

# data[].attributes.body
Memory is the process of encoding, storage, and recall (Sousa, 2022). This process allows the brain to learn, think, and do because it relies on prior knowledge to gain experiences and to continue growth.

# data[].attributes.body
The brains own "alarm system" or amygdala senses distress and goes into protection mode. When the brain has experience trauma, the amygdala is more sensitive to stress. This then leads to the hippocampus, which assists in memory and learning, because it is susceptible to stress (Sousa, 2022). Stress causes the brain to react to situations, both in positive and negative ways.

How does trauma affect memory?

Trauma can stem from abuse, loss, stress, or neglect. All of these factors can be experienced by students in the classroom and many times, these students do not have proper tools to help cope with trauma. Trauma can be shown through emotional responses, where the older limbic system takes control and cognitive processing is suspended (Sousa, 2022). Meaning, when a student reacts emotionally, their cognitive functioning is paused and memories are paused. This occurrence may appear during learning, which impacts the students ability to recall from their memory. Students may show frustration, anxiousness, or be disruptive because they are not able to pull memories of learning the skills they need.