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Definition: Information that is gained through one of the five senses and only retained for a very short amount of time, usually just milliseconds (Perera, 2020).

Examples: The appearance of the car that just drove by, the sound of the ambulance going by, the smell of donuts from the donut shop you just walk past.

Importance to Education: Sensory memory is where learning begins because all information comes in through at least one of the senses.

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Definition: The storage of information for a short period of time (Sousa, 2020).

Examples: Phone number to order pizza, the price for a movie ticket

Importance to Education: Short term memory is responsible for learning and storing new information while it is being processed, marking it for long term memory and recalling previously learned information (Borel, n.d.).

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Definition: The process of storing and retrieving information for long periods of time (Sousa, 2020).

Types: Explicit: The conscious recall of information, experiences, and concepts (DiTullio, 2021). Implicit: Unconscious memory or doing things without thinking about them (DiTullio, 2021).

Examples: Explicit: George Washington was the first president. Implicit: How to ride your bicycle

Importance to Education: Long term memory is very important to education. Information stored in long term memory can be recalled for later and transferred to other classes or life beyond school.

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Definition: The process that long-term memory is preserved and can be easily retrieved at a later time (Sousa, 2020). It requires the student to focus on the learning and build conceptual frameworks that have sense and meaning in order for it to be stored in the long-term storage networks (Sousa, 2020).

Factors That Influence Retention: 1. Rehearsal: The brain assigns sense and meaning when it has had enough time to process the information (Sousa, 2020). Rehearsal is the repeated reprocessing of information and is an important step for moving the information from working memory to long-term memory (Sousa, 2020). There are two types of rehearsal: rote and elaborative (Sousa, 2020). 2. Primacy Recency Affect: The ability to remember best what comes first and to remember second best what comes last in a learning episode (Sousa, 2020). 3. Interactive Lecture and Direct Teaching: A teaching method where the teacher gives information and instruction but students have multiple opportunities to give feedback (Sousa, 2020). 4. Using visual information to the verbal information improves retention (Sousa, 2020). 5. Being able to immediately practice a new skill and teach it to others also helps retention (Sousa, 2020).

Relationship to Learning: Retention is important to learning. because it is the first step towards being able to transfer their knowledge to other areas of their life. Retention also build the foundation for future learning. The knowledge that is retained today will eventually become background knowledge for the new topic being taught.

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Bridging is a strategy for learning how to transfer knowledge.

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Definition: A principle of learning that has two parts: 1. Transfer During Learning: The effect that past learning has on new learning (Sousa, 2020). 2. Transfer of Learning: The usefulness of new learning to the learners future (Sousa, 2020).

Types: Positive: When the past learning helps with the understanding of new information (Sousa, 2020). Negative: When the past learning interferes with the understanding of new information (Sousa, 2020).

Factors that Affect Transfer: 1. The quality of the original learning (Sousa, 2020). 2. Similarity between old and new learning (Sousa, 2020). 3. Qualities that make an idea unique (Sousa, 2020).

Relationship to Learning: Transfer indicates that a student fully comprehends a topic because they are able to take what they have learned and apply it, not only to other subjects in school but also to other situations (Yale Poorvu Center for teaching and learning, n.d.). This ability to transfer their skills and knowledge from school to their lives outside/after school will help them be successful in life.

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Why?: This activity combines activating background knowledge, an important step in the learning process because when new information can connect to a neural pathway that already exists, it will strengthen that pathway (DiTullio, 2021) with movement that can help reduce the fight-or-flight response and allow learning to occur (Finley & Savitz, 2023).

Description: Students walk around the room, looking at posters that have pictures or a topic on them. Using a sticky note they write down anything they may know about that topic or picture.

Some Ideas: Picture of the ocean, ships and icebergs - Studying the Titanic

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Why: Activating background knowledge is an important step in the learning process because when new information can connect to a neural pathway that already exists, it will strengthen that pathway (DiTullio, 2021).

Description: 1. Teacher poses a question. 2. Think: Students take a few minutes to formulate their own response and write it down. 3. Pair: Students talk with a partner and discuss their answers. 4. Share: Students share their answers with the whole class.

Ideas: New topic: Ask questions about the topic. Mindfulness: Have you ever meditated? Static Electricity: Have you ever touched someone, and got zapped? Reading a new book: Ask them if they have experienced a situation from the book: Have they ever been lost, got a new puppy, been to a farm, etc.

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Hop in as we begin our journey to Long Term Memory!

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The Journey to Long Term Memory Begins: Sensory Memory to Immediate Memory

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The Journey to Long Term Memory Begins: Sensory Memory to Immediate Memory

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1. Information enters the brain through one of the five senses, taste, touch, smell, hearing, and seeing (Sousa, 2020).

2. The Sensory Memory travels to the thalamus where the reticular activating system helps it determine if it is important or not (Sousa, 2020).

3. If it is important it moves into the sensory processing areas of the cortex and then into Immediate Memory. If it is not important then it is immediately forgotten (Sousa, 2020).

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Half way to our destination - Long Term Memory!

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Half Way to Long Term Memory: Immediate Memory to Working Memory

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Half Way to Long Term Memory: Immediate Memory to Working Memory

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4. The information stays in the Immediate Memory for about 30 seconds, it uses the person's experiences to determine its importance. If it is important it moves on to Working Memory, if not it is forgotten (Sousa, 2020).

5. The Working Memory is where conscious processing happens, it can only handle a few items at a time and only for a limited amount of time (Sousa, 2020).

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Arrived at the end of our journey to Long Term Memory!

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Arrived at Long Term Memory: Working Memory to Long Term Memory

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Arrived at Long Term Memory: Working Memory to Long Term Memory

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6. Working Memory determines if the information has survival value or is a strong emotional experience, if it does then it is immediately stored in Long Term Memory (Sousa, 2020).

7. For other information (school), the Working Memory asks two questions to determine if information goes to Long Term Memory: Does this make sense? and Does this have meaning? (Sousa, 2020).

Meaning & Sense = Yes, Meaning OR Sense = Maybe, No Meaning OR Sense = Forgotten (Sousa, 2020).

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Why: Doodling is a form of mnemonics, connecting images with information and helps increase retention (Gammill, 2016). Visually creative activities like doodling can help calm the amygdala, the part of the brain that controls the 'flight or fight' response—which is linked to stress and anxiety (Tate, n.d.).

Description: This is visual way of capturing the big ideas about a topic. Instead of creating an outline or writing down the key information, a combination of words, pictures and symbols are used to capture the big ideas. These sketches can spark a memory when reviewed at a later time (Hutchison, 2022).

Ideas: Social Studies Notes, Math Notes, lecture notes, video notes

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When a person experiences trauma, the amygdala senses the danger and sets off an alarm which activates the brain's survival response of fight, flight or freeze (Mediaco-op, 2015). The brain shuts off all systems that are not necessary for survival and begins to pump blood, oxygen and adrenaline through the body (Mediaco-op, 2015). The hippocampus, which normally files memories to be recalled later, stops filing memories and begins to pump out cortisol (Mediaco-op, 2015). Cortisol keeps the body from feeling pain so it can focus on survival (Mediaco-op, 2015). Trauma affects memory in a variety of ways. 1. It can prevent the retrieval of information (NICAMB, 2017). 2. It can shut down episodic memory (NICAMB, 2017). 3. It can cause the sequence of event to be fragmented (NICAMB, 2017). 4. It can stop a memory from being stored.