Short-term memory is related to immediate memory and working memory. Information is stored in short-term memory for a short period of time. Information is in our immediate memory until we make a decision as to what to do with it – keep it or discard it (Sousa, 2022). If the information has little to no importance, it will be discarded. Working memory is also a short-term memory. Processing in the working memory happens in the conscious rather than the subconscious (Sousa, 2022). Working memory can only handle a few pieces of information at once, a person’s age determines how many (Sousa, 2022). For teaching, when teaching younger students, asking them to memorize too many pieces of information at once will not happen. For older students, they can retain a little more than an elementary school student, but still have limitations to how many pieces of information their brains will hold. If students connect meaning to their learning, the memories are more likely to be stored in long term memory (Sousa, 2022). Teachers need to spend more time making sure they attach meaning to their lessons.

Long Term Memory is “the process of storing and retrieving information” (Sousa, 2022). Our long term storage of memories is how we view the world and how it works. It is how we make decisions each day. No two people look at the world the same way. No two people remember the same event the same way. How we view the world is based on our past memories that are stored in our long-term memory.

Sensory memory – are part of the short term memory and involve experience that involve stimulating the senses. These memories can also be transferred into long-term memory (Psychology Today, n.d.).

The Amygdala is the fire alarm of the brain. It kicks into fight or flight. If someone is living with trauma, they can’t distinguish if it is a threat then or currently. They are always on the edge and high alert (PsychCentral, n.d.). The hippocampus is the learning center of the brain (PsychCentral, n.d.). It is smaller and less active for those who have experienced trauma. This is where memory and problem solving occurs. Trauma makes it hard to tell past and present. This is where memories are created and then get stored. If someone has trauma, the memory creation slows down (PsychCentral, n.d.). Prefrontal Cortex is the rational decision making area of the brain. Trauma makes it less active which slows down learning new information. If the amygdala is also highly active, it is harder to fight the fight or flight response (PsychCentral, n.d.). Nervous system: If someone has post-traumatic stress disorder, their nervous system is constantly in overdrive. They have a small window of tolerance which means they cannot handle a lot of stress before they are set off (PsychCentral, n.d.). If all of these are occurring in parts of the brain, the brain is overstimulated and negative memories are being formed. Learning is not happening, but the student will form memories of these traumatic events, making them hard to be able to move past them.

Another way to have students improve their memory and retention is to have students’ journal. Journaling promotes positive transfer of information and increases retention of materials taught (Sousa, 2024). It is one of the most effective closure activities if done well. It should be handwritten as it has been proven that when students write down information, the retention rate increases. The brain requires more thought process when writing. Student can take a few minutes at the end of class to write down what they learned about, make connections to it, and write how it might be helpful in their futures (Sousa, 2022).

Teachers can also connect past learning to current teachings (Sousa, 2022). When you make connections to what you know, you can apply it to what you are learning. This deepens the students connection to the material and makes it more relevant to them (Sousa, 2022). This also helps the teacher decide what the students already know so that their teaching can be adjusted. If students are familiar with parts of the lesson already, it can be skimmed over. If students are confused, teachers can dive deeper into the content in order to fully help the students understand.

https://www.health.harvard.edu/topics/memory

PsychCentral. (n.d.). The science behind PTSD symptoms: How trauma changes the brain. https://psychcentral.com/ptsd/the-science-behind-ptsd-symptoms-how-trauma-changes-the-brain

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. ed.). SAGE Publications Ltd. https://bibliu.com/app/?bibliuMagicToken=J2pdooNnnSXM9QUO0oXqIJUeUyCKZRCr#/view/books/9781071855348/epub/OEBPS/s9781071855324.i603.html