It is referred to as the brain’s “working space,” which helps with skills like reasoning and language comprehension. Information that is not repeatedly rehearsed or processed can quickly be forgotten.

Key aspects:

1. Limited duration: weak storage, distraction can often lose information or over time.

2. Encoding: information is often store through sound for short-term memory.

3. Limited capacity: can hold up to 7 items at a time.

These memories are retrieved from short term memory. Two types are procedural (memory learned through practice) and declarative (memory learned through various facts).

Types:

Explicit: knowing that

Implicit: knowing how

Long term memory is like the hard drive of the brain. The capacity can be unlimited.

Working memory and short term memory are not the same but closely related. It is more complex.

helps an individual piece together a sense of the world based on recent sights, sounds, and other sensory experiences. Once this memory becomes relevant, it then moves to the other type of memory. If this memory is not noticeable, it can easily be forgotten.

“memory” is not one single solid thing. It is types of recollections that are surprisingly distinct, and used constantly in different combinations

The more exposure to new things makes for a stronger brain cell while the less exposure weaken the the nerve connections.

This skill is important because it will show how much of what the students have learned that can be recalled after a long period of time.

Factors to learning:

Repetition (repeating learned materials)

Activating pior knowledge: linking pior learned information to help retain new materials.

Information that students can relate to can enhance retaining learned materials. This is crucial so students do not lose the learned information in the classroom.

Transfer: The ability to apply information (or skills) that have been learned to new material.

Factors to learning:

There are positive and negative transfers. Positive will improve learning while negative will interfere with learning new materials.

Strategies that can help with memory would be:

1. Given directions visually and verbally.

2. word substitition

3. teacher prepared handouts (study guides) to students.

4. graphic organizers (to enhance reading)

5. notes in English and especially math class

6. assessments (do now, quizzes, tests, etc)

7. chunking information, repetition, read aloud

Using various strategies and differentiation can help with all learning styles in the classroom. It motivates students to be more engaged in the learning. The students will take responsibility of their learning to gain a deeper understanding of the content.