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Sensory memory, also known as immediate memory, is processed information from the individuals surroundings. The brain must first take in sensory information for it can process what to do with it. The Limbic system processes sensory information in the thalamus what the person sees, hears, feels, and tastes (Sousa, 2022). Stimuli is temporary and leaves the brain quickly, unless it is repeated over and over creating a new memory trace that leads to long term potential (Sousa, 2022).

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Short-term memory is a temporary storage and will not move to long-term memory unless there is repeated recall of the information and continuous practice or reflection. This is working memory, that is recently learned and will need additional practice to put into eventual long-term or they will be forgotten completely (Sousa, 2022).

Prospective memory recalls relevant information from long-term storage but will need to do a purposeful task with that memory. These are simple tasks that will need to be completed in the near future (Psychology Today, N.D.)

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Episodic memory a long term memory that is the recall of specific events or experiences that stem from emotions and specific details that stay in the long-term memory for some time (Psychology Today, N.D.).

Semantic memory is compiled of learned facts, and factual data and meaning related people and things that they otherwise would have no other connection with (Psychology Today, N.D.).

Procedural memory is the long-term memory for both mental and physical tasks that they have practiced over and over again, also known as kinesthetic memory, because of the relation to movement or muscle memory (Psychology Today, N.D.).

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Retention is the process of using long-term memories to locate, identify, and retrieve learned information at a later time. Some contributing factors to increased retention in students is motivation, background knowledge, focus, amount of practice time, and commitment (Sousa, 2022).

Students will need time to think and process the information in order to reproduce the same outcome called rehearsal. This time is where the working memory and transfers to long-term memory (Sousa, 2022). These rehearsals occur several times increasing in complexity for the transferences from working to long-term memory. Time between rehearsals, down time, plays a large factor in student retention. By blocking schedules teachers will be able to teach the lesson, student practice, go into down time and start the retrieval process in various rehearsals of the skills (Sousa, 2022).

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Physical harm done from car accidents, violent encounters, repeated concussions due to sports related injuries, falling down etc. can cause issues with emotional regulation and effects on working memory. Lasting damage or trauma to the brain is irreversible, neurotransmitters are not connecting, or misfiring, so short term memories will have a more difficult time going into long-term memory.

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Students experience trauma in their lives due to their background experiences, some have experience abuse at home. Mistrust of adults, loss, grief that plays a vital role on how students process their emotions. Long-term memories are held in the Limbic system and when trauma responses show, the student's emotional control of the brain may be firing too much or not enough leading to extreme responses or non at all. The part of the brain that processes these emotions also hold memory. Misfired Synopsys or transference of memory information can lesson the student's ability to take short-term memory and put them into long-term memory (Sousa, 2022).

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Students from all backgrounds desire an inviting place where they know what their day in the classroom is like. Knowing the daily schedule and even the classroom lesson routines and procedures and informing them of changes in advance. To maintain student interest and increased memory they will have repetitious practice of the lessons and routines (DiTullio, 2021).

Increasing student memory continues through lesson strategies like rehearsal strategies through paraphrasing: auditory processing repeating directions or lesson, notetaking: kinesthetic learners decide important or notable information to write or select, predicting: increased motivation and student interest by allowing their input, questioning: various high to low DOK levels to analyze, evaluate, and explain their comprehension, leading to summarizing: all procedures put into place, where student proves comprehension through memory retention and putting meaning to their learning (Sousa, 2022).

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Memorizing or learning information by taking complex information or lessons and breaking them down into manageable pieces for the brain to learn or memorize. Creating patterns and connections the brain can hold greater information into smaller chunks through these blocks (Sousa, 2022). This can be useful when learning mathematical formulas, sequences, spelling words, memorizing dates and events, grammar components.

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How past learning will impact the process of gaining new learning. As transfer during learning occurs, he Hippocampus searches the long-term area for past memories and pull them through the memory network into the working memory (Sousa, 2022). As the transfer of learning occurs the past experiences may develop varying negative or positive experiences and emotional responses with the memory association, context will matter greatly in connection to past memory to further future learning (Sousa, 2022).

Transfer of learning is the explicit intent to have recall on past information brought on by another person to activate prior knowledge. Students want and need to know the meaning behind why they are learning a new topic and teachers can assist students in making sense and meaning behind the new lesson through prior experiences (Sousa, 2022).