Process of storing and retrieving information.

Information that is preserved for later.

Temporal lobes allows long term memory through auditory, speech, and object recognition.

The hippocampus allows learning and conversion of information. The hippocampus checks new information and compares to stored experiences.

The amygdala makes connections between memory and cognitive information. Adding emotional meaning to stored information.

Prolonged stress can begin the shriking process of the hippocampus. Once the hippocampus shrinks, it cannot return to normal size. This can cause Alzheimers and issues recalling facts and impact overall learning.

Stress can alter the balance of long term memories. Stress shapes the quality and quantity of memories that can be transferred into long term memory.

Short term memory can lead to stable long term memory.

The prefrontal cortex builds, manipulates, and rebuilds thoughts to store else where.

The hippocampus converts valid information into long term memory.

Short term memory hold information for about 30 seconds until we decide where to store it or dispose of it.

Short term memory demands our attention and can only hold 3 to 5 pieces of information at a time.

Chronic stress can cause a hyperactive amygdala to make your body think ypu are constantly and in danger and makes it difficult to focus and retain information.

The prefrontal cortex helps make things less scary. Trauma can cause cortisol to become high and affect learning, short term memory capacity, and reduce problem solving ability.

The brain cannot see light or hear sounds but it can perceive vision and sound.

the thalamus and reticular activating system filter incoming sensory information for a brief moment before sending it to sensory memory.

Trauma related stimuli is highly sensitive.

The brain stays in heightened alertness which makes it difficult to accurately process sensory stimuli.

Sensory overload can cause the brain to be overstimulated.

Physical trauma:

Changes in vision, hearing and touch sensitivity.

Difficult with recall of information within minutes.

Spatial awareness.

Allows us to recall general information without needing to remember where or when we learned it.

Semantic memories can last a life time.

Stores facts and information that is general knowledge.

Altered connections to temporal lobe.

Loss of ability to make connections between concepts.

Struggle recalling basic facts due to toxic stress. I

The brain can hold 3-5 pieces of information at a time.

the functional limit depends on the age of the individual.

Keep the number of items in a lesson objective within the age appropriate capacity.

Preadolescents 5-10 minutes

Adolescents and adults 10-20 minutes.

Mental Math and Repetition:

Practicing mental math will help students build up short term memory.

Repetition encourage short term memories to become long term memory.

An individual can hold around 7 numbers at a time for about 30 seconds.

Short term memory can help students remember answers or transfer information from the white board to a notebook.

If information cannot be recalled with 18-24 hours, the information has been disposed of and not retained.

Hands-on learning encourages students to use critical thinking and higher order thinking when working on an assignment.

Allows students to have open discussions and encourage them to answer eachother questions.

Write a reflection on how the project sent or what they could have done differently.

Visual Aids and Mind Maps:

Using visual aids like anchor charts and multiplication charts encourage students to see information in an organized way that is pleasing to the eye.

Allow students to use mind maps when working on writing assignments to stay organized and review their understanding of the topic.

Allowing multi sensory learning allows all parts of the brain t be part of the learning process and gives a better possibility of retaining information long term and being able to guide through higher order thinking.

Short term memories can become long term memories. These memories can be stored in different areas and assist in making bigger connections with other stimuli.

Use visual timers to keep students on track.

Use calm music that is instrumental at a low volume to keep complete silence from becoming anxiety inducing and keep other external stimuli at bay.

Allow students time to assess hands-on materials before starting instruction. This allows students to feel and understand how manipulatives work.

Technology and interactive panels:

Use videos or songs to help students visualize the process of solving a math problem.

Allows studnets to watch a scientific process to observe how each step is crucial. Being able to identify independent and dependent variables.

Use games like Kahoot! or Quizlet to help students retain information like vocabulary or test based questions.

Relate information to real world scenarios and build connections to how the topic connects to the students life or future careers.

Compare topics to objects they see everyday. For example, compare the size of planets to sports equipment.

Allow students to build acronyms that help them memorize the order of objects or how to solve a problem.

Active Recall:

Create task cards or flashcards to help students build their understanding of vocabulary words or different types of triangles. This can allow students to autmatically know what a right triangle looks like or how to know the difference between scalene and isosceles triangles.

Short quizzes to ensure students understand vocabulary within the first few days of the unit. This will allow students to comprehend what they are reading or applying it to the experiments.

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

Sousa, D.A. (2022). How the brain learns (6th edition). Corwin Press, Inc.