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Maya Innarella, Grand Canyon University, TCH 520: Brain Based Learning, Dr. Chris Wood, October 8th, 2025

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Understanding how the brain stores and uses information is essential for educators to know. This knowledge can greatly influence classroom learning strategies, instructional methods, and how educators apply insights from professional development. Memory plays a key tole in how students both use and take in new information. When teachers understand how various types of memory work, they're better equipped to design learning environments that are both supportive and effective. This is also helpful if there are students who are influenced with factors such as trauma. This blog is to help outline and explain the basics of memory and how information is applied, retained, and restored. It also will help to take a deeper look into exploring the trauma has on memory, and shares strategies that are practical to enhance learning for all students in your classroom. The focus age range of these students will be at the first grade level.

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"Quite simply, memory is our ability to recall information. Scientists talk about different types of memories based either on their content or on how we use the information" (Marshall, 2022). Our memories are stored in several different parts in our brain, rather than being jam packed into only one part. To remember these memories, our brain acts as a puzzle and puts bits and pieces of information that was stored amongst the different regions all back together. Overall, memory is commonly divided into short and long-term types. But before either of these two types of memory happens, sensory memory is the first step.

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"The sensory register does hold sensory information for a very brief time (usually less than a second). This is referred to as sensory memory" (Sousa, 2022, p.41). It acts as the brains' first filter, quickly deciding what information is important enough to pay attention to. If the brain doesn't focus on it, the information fades extremely quickly.

Teaching in a first grade classroom, this happens quite often especially in the beginning of the school year. For example, the students will hear their teacher's voice, or see something on the board and their brains briefly capture that information through sensory memory. But, if there's a distraction the information could slip away. To help students focus on key ideas, they can implement bright visuals or engaging sounds. For instance, using a door bell sound before a transition in the classroom, or show colorful flashcards while going over sight words. These types of cues can help to draw their attention and support the movement of this sensory memory into short-term memory.

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Short-term memory is the brain's way of holding onto a small amount of information, for a short period of time. It's like a mental sticky note in the brain. "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, n,d.).

In a first grade classroom setting, short-term memory can be used simply by having the teacher have their students repeat after them. This can be used for spelling, days of the week, and so much more. It can be implemented through all subject areas. If the students are learning how to spell the word "what" a teacher can say "repeat after me. w-h-a-t spells what". The students listen and then immediately repeat the letters to spell the word out loud. Their brains hold the letters just long enough to say the letters back, which is what short-term memory at work looks like.

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Long-term memory is the brain's way of storing information for a long time from hours, to day, to weeks, to months, to years. It helps us remember things such as our name, how to read, or dates of important events. It's like a big storage space for everything we want to remember later. "Long-term memory can be divided into two major types: declarative memory and nondeclarative memory" (Sousa, 2022, p.74).

In a classroom setting, declarative memory is used across all subject areas. This could be the days of the week song, months of the year song, or the ABC's. If a student is learning how to read, they remember what letters say what sounds, which helps the child to tap out the sounds of the letters that make up the words. Or in a subject like math, they will always know that 2+2=4. Those things are carried with us for the rest of our lives, making it fit into the category of long-term memory.

Nondeclarative memory in the classroom can be something as students remembering classroom routines like how they enter the classroom, what their tasks are, and the daily schedule. It could also be technology based such as the students remembering their password to the Chromebooks and be able to log in on their own. Or if it's a subject like math, a students counts on their fingers without thinking about the process because that's a strategy that they've learned that's become a routine to them.

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"Retention refers to the process whereby long-term memory preserves learning in such a way that it can locate, identify, and retrieve it accurately in the future" (Sousa, 2022, p.79). This means students need repeated exposure and meaningful practice to store information in long-term memory. Without enough reinforcement, information may fade or become harder to recall. Using engaging activities, movement, or visuals can help strengthen memory retention and make learning more lasting for young students. In an elementary classroom (k-2 range) for example, singing the days of the week and months of the year helps students retain a sequence so they can recall it during morning meeting time or writing activities. Or the ideas of classroom stores also help with memory retention. When students earn points, they can either spend right away on small prizes or save up for something bigger. When students remember how to add and subtract their points, they're learning how to make smart choices with what they have. This builds a foundation for real life skills that they'll use as they grow such as managing money, and wanting to save for something special, or making a decision on what's worth spending their money on versus what isn't.

Transfer is when a student takes what they've learned in one situation, and uses it in a new or different situation. "How much past learning affects the learner’s ability to acquire new knowledge or skills in another context describes one phase of the powerful phenomenon called transfer" (Sousa, 2022, p.124). This means that what students already know, helps them learn and do new things more easily. When educators intentionally connect new content to students' prior knowledge, it strengthens understanding and supports long-term learning. For example, a first grader who learns to recognize letters and sounds can use that skill when sounding out new words while reading. Another example is when a student practices counting, can use those skills to play something such as hide and go seek, or keep a score to a game during recess time.

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"When you experience something traumatic, the brain shuts down all nonessential systems and moves into the “lower” brain systems. This activates the sympathetic nervous system and signals the release of stress hormones, preparing you for survival mode: fight, flight, or freeze" (Lebow, 2021). This means that when a child feels unsafe or stressed, their brain focuses on survival instead of learning, engaging in a lesson or remembering. The parts of the brain that handle thinking and memory are put on hold, making it harder for the child to follow directions, focus, or retain new information. Even if the child seems calm on the outside, their brain may still be in a state of high alert. In a school setting, this might look like a student who suddenly freezes during a reading activity, becomes angry or upset and completely shuts down when routines change, or are struggling to remember what as taught the day before. As educators it's important to remember that these reactions don't always mean defiance. They may be signs that the child's brain is still stuck in survival mode. To support these students, educators need to create predictable routines, offer consistent emotional support, and respond to behavior with empathy rather than punishment. Simple strategies like implementing a calming corner into your classroom, playing calming music in the background, offering choices, and using a calm tone, all help students who may be struggling with trauma time to regulate and help them to feel safe enough to want to re-engage in learning. Building strong, trusting relationships is key to helping children shift out of survival mode and access their memory and thinking skills again.

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Strategies to Improve Memory in The Classroom

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Strategies to Improve Memory in The Classroom

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One strategy you can use to improve memory in the classroom is use repetition and review. Repeat key concepts regularly to help students move information into long-term memory. This can be done through songs, chants, daily warm-ups or quick reviews. This also will help students to stay engaged in the lessons you're teaching. The more often students hear or practice something, the more likely they're able to remember it. Spacing out practice over time is also effective rather than cramming it all into one lesson.

Another strategy that can be used is to make learning meaningful and connected. Students remember better when new information connects to something they already know. Using real life examples such as your students names in a story or word problem, and connecting your lessons to things your students are interested, or using personal experiences will help ideas and new content stick. Asking questions such as "Have you ever...?" or "Does this remind you of...?" helps to build and strengthen those connections. When learning feels relevant, the brain is more likely to store it, and the students will want to participate in your lessons.

Include movement, visuals, and hands-on activities. Adding visuals, physical movement, or hands-on tools helps engage more parts of the brain. Using gestures, manipulative, or even short movement breaks tied to the lesson. These sensory tools help students remember what they learn better. They also help students feel more focused, interested, and most importantly excited to learn.

Lastly and most importantly, create a safe and supportive classroom environment. Students remember more when they feel calm, safe, and valued. A positive classroom atmosphere helps reduce stress, which helps the brain focus and store new information. Simple things like consistent routine, words of affirmation, encouraging words, and a quiet, calm, organized space can make a big difference. When students feel secure, their brains are more open to learning and remembering.

Understanding and using memory-building strategies is essential for educators because it helps students learn more effectively and feel confident in their abilities. When teachers create lessons and classrooms that support how memory works, they make learning easier and more enjoyable for every single student. This not only improves academic success, but also builds skills students will use and carry with them throughout their lives. By applying these strategies, educators play a key role in helping children grow unto confident, capable learners.

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Harvard Health Publishing. (2022, March 21). Memory. https://www.health.harvard.edu/topics/memory

Lebow, H. I. (2021, July 2). The science behind PTSD symptoms: How trauma changes the brain. Psych Central. https://psychcentral.com/ptsd/the-science-behind-ptsd-symptoms-how-trauma-changes-the-brain

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

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