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The brain is an astonishing asset when it comes to memory. Memory is what allows us to recall information (Harvard Health Publishing, n.d.) and there are many different types of memory. Memory is not stored in just one place in the brain but rather distributed to different areas and the process of remembering is putting the connections back together (Harvard Health Publishing, n.d.). The memory allows us to remember the good and the bad of things that our brain thought would be important to store away.

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When it comes to memory, there are different stages. There is short term memory, long term memory, sensory memory and more.

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Short term memory is information that lingers for a moment (Psychology Today, n.d.). Short term memory can either be marked as important to move to long term or it will not be stored away in the brain. Short term memory is used in learning quite often. When educators ask students to follow directions or pay attention, we are asking them to use their short term memory (DiTullio, 2021). For short term memory, we cannot give too much information all at once, or nothing will stick to be stored away. So it is important in a learning environment to give repeated directions, writing directions down and using visuals to support tasks (Ditullio, 2021).

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Long term memory is any information that is stored or preserved to be remembered at a later time (Psychology Today, n.d.). Long term memory is important because it is the process of storing but also retrieving information (Sousa, 2022). Long term memory is important for a learning environment. Any type of information that can be recalled hours, months or years later is considered as long term memory and that is important to understand as teachers. If we want students to have certain information stored away indefinitely, we need to provide them with instruction that allows that. Teachers should provide instruction that increases the chances of information to move to the long term memory. Educators can do things like practice tests, spacing or distributive practice, tell a story, and memory maps (Stafford Global, 2021). All of these practices will increase the chances of long term memory since they each have to do with retrieval abilities.

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Sensory memory is short term memories of stimuli that just happened or were experienced (Psychology Today, n.d.). Sensory memory has to do with senses like touch, sound, smell, taste and sight. This memory is important because it leads to remembering things that someone has experiences with their senses. For example, the sound of a piano key that was just played and the smell of a restaurant that someone just passed are sensory memory (Psychology Today, n.d.). This memory is important to learning because the senses very quickly determine if information has importance (Sousa, 2022). Sensory memory allows one to experience the world around them.

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Memory and how it is stored is important when it comes to education. Teachers and educators need to have an understanding of the different stages of memory and if we want something to stick, we need to make sure the information moves to the long term memory.

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Retention and transfer is important in learning. Retention is the process where long term memory is storing learning so that it can be located, identified, and retrieved with accuracy at a later time (Sousa, 2022). Retention of information can be influenced by many factors. Some factors are a child's focus, learning profile and if they had enough time to process and reprocess the information (Sousa, 2022). Retention requires attention and framework that makes sense along with meaning to be placed in long term memory (Sousa, 2022). Transfer is the ability to learn and then use that learning in a different situation (Sousa, 2022). There are two processes in transfer. The first is transfer during learning which is the effect that past learning has on the newest learning (Sousa, 2022). The second is transfer after learning which is where the learner applies that new learning in the future (Sousa, 2022). Retention and transfer are both important for learning because we want to give students the information that is important to be recalled later and make sure they are able to apply it when it is recalled.

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Trauma can affect the brain and memory. When something traumatic happens to a person, it greatly affects what is going on within the body. Having gone through trauma can affect things like learning, forming memories, regulate emotions and to be calm (NHS Wales, n.d.). The brain forms the memories of the experiences and if something triggers that, it can be shown in a fight, flight or freeze behavior (NHS Wales, n.d.). Knowing about trauma and the background of our students better allows us to understand their behaviors. If something triggered them, those memories come up and nothing else seems to matter. We as educators have to give support and coping skills on how to deal with things like trauma.

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There are many different strategies to help memory. One strategy to improve memory is contextualizing learning. This is used to make learning relevant and interactive (DiTullio, 2021). To make learning lead to more connections and having students involved, a teacher can have them turn and talk to a partner, complete a demonstration, do active learning, hands on activities, summarizing or drawing the main points, and concept mapping (DiTullio, 2021). Students will make the connections between content and engaging lesson which will lead to that information moving into the long term memory and being able to be recalled at a later time.

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One strategy to improve retention is using interactive lectures and direct teaching. In this strategy the teacher gives information and direction (Sousa, 2022). That is where the direct teaching word comes from as the teacher is directly teaching the content. Within that, the teacher gives opportunities to give feedback on what they have learned (Sousa, 2022). Students can give feedback in many different ways. Some of the ways are share with a partner, hand signals and electronic clickers (Sousa, 2022). This allows for the teacher to see how students are doing with retaining the information. This feedback shows if they are understanding or not and helps the teacher see if they need to reteach or move on.

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References

DiTullio, G. (2021). How to engage students’ memory processes to improve learning. Edutopia. https://www.edutopia.org/article/how-engage-students-memory-processes-improve-learning

Harvard Healthy Publishing. (n.d.) Memory. Harvard Medical School. https://www.health.harvard.edu/topics/memory#memory0

NHS Wales. (n.d.). Trauma and the brain. https://traumaticstress.nhs.wales/children-and-young-people/trauma-and-the-brain/

Psychology Today. (n.d.) Types of memory. Psychology Today. https://www.psychologytoday.com/us/basics/memory/types-memory#sensory-memory

Sousa, D. A. (2022). How the brain learns (6th ed.). SAGE Publications.

Stafford Global. (2021). Teaching to build long term memory. Stafford. https://www.staffordglobal.org/articles-and-blogs/education-articles-and-blogs/teaching-to-build-long-term-memory/