The hippocampus and cerebrum help process declarative memory, which stores memories we can consciously remember, like facts, events, names, and even music. This type of memory is split into two categories: episodic memory, which includes personal experiences, and semantic memory, which holds general knowledge. Since the hippocampus has strong connections that build and reinforce these memories, recalling them is usually pretty easy. For example, if students are asked to write about a time they felt excited, they rely on declarative memory to bring back details of that moment.

Nondeclarative memory develops through repeated practice of skills, habits, and automatic responses. This type of memory includes actions like riding a bike, recognizing the shape of an object, or salivating at the sight of a lemon. Since these memories form through constant exposure, they do not require conscious effort to recall. For example, students who stay focused despite the noise of recess outside or instinctively line up when they hear a bell are demonstrating nondeclarative memory in action.

Working memory is when we take short-term memories and actively use them to recall or work with information, like remembering numbers, names, or other details. A good example of working memory is when students sound out a word like "f-r-o-g" and then put the sounds together to say "frog."

Both types of memory are important because students constantly use them in school. Whether it’s following directions for an assembly, understanding a reading passage, or solving math problems, students rely on these memories to complete tasks. That’s why it helps to give reminders and allows students to recall new information, since not everyone can remember things right away if they haven't been stored in long-term memory.

For example, if students are doing schoolwork and smell food from the cafeteria, they might ignore it since they recognize the smell and know where it’s coming from. However, if they suddenly smell something burning, their brain might interpret it as a potential danger, making them feel alert and concerned. Sensory memory helps us react to our surroundings and stay safe.

Acrostics are a great way to help students remember important concepts. For instance, using "My Very Educated Mother Just Served Us Nachos" makes it easier to remember the order of the planets in our solar system. Another example is "HOMES," which helps recall the names of the Great Lakes: Huron, Ontario, Michigan, Erie, and Superior. This method allows students to create connections between words and ideas, making it easier to remember information for school.

Chunking:

      Teachers can use chunking to help students learn by breaking information into smaller parts. Instead of taking all the steps at once, they can give directions one at a time, like solving a math problem step by step. For reading, long passages can be split into shorter sections so students can understand each part before moving on. Chunking also makes it easier to remember new things by connecting them to what students already know. For example, a teacher might explain evaporation by comparing it to a puddle drying in the sun. Breaking things down this way helps students understand and remember information better.

Visual Representations helps students link pictures with information, making it easier to remember. When they see the image again, they can recall the details tied to it, which boosts memory. For example, think about the traffic light in your car. When it turns red, you know it means stop, without needing anyone to tell you. In class, visuals work the same way. For instance, if teachers use a chart to explain how to solve a math problem step by step, students can refer to it when needed. Instead of always explaining the steps, just mentioning "chart" might be enough for students to figure out the process on their own.

• Emotional memories (like feeling scared during a thunderstorm) Stored in the amygdala

• Motor memories (like learning how to ride a bike) Stored in the cerebellum

• Facts & events (like remembering the capital of a country) Stored in the hippocampus, thalamus, hypothalamus, and medial temporal lobe

In the classroom, it’s important to give students enough time to recall information when they are asked a question. Some students might remember things quickly because of where their brain stores that memory or how strong the connections to it are, while others may need more time to retrieve it. Being patient and understanding helps create a better learning environment for everyone.

Think about a student you might have seen as someone who "overreacts" or causes problems in class. As teachers, it's important to be patient and understanding, especially with students who may have trauma triggers. Knowing how the brain works can help us support these students, guide them through difficult moments, and teach them coping skills to manage their emotions.

Transfer is when you use both old and new skills to learn something new. It can have both positive and negative effects. On one hand, it can make learning easier, but on the other hand, it can make it harder for some people to succeed. For example, a kid who plays basketball might find it easier to learn baseball because the skills are similar, while a student who plays an instrument might struggle more with baseball. People who are good at one thing often find it easier to pick up new skills that are similar.

When transfer and retention are used together, students can take the information they’ve already learned and apply it to new skills, increasing their chances of success. For example, when students learn to read, they can use their knowledge of phonics to help them understand new words. The skills they’ve retained from learning sounds and letters help them succeed when they encounter new words to read.

Neuro Transmissions. (2017, September 4). Where are memories stored? [Video]. YouTube. https://www.youtube.com/watch?v=R0wbTR95VEs  

Psychology Today. (2024). Types of memory. https://www.psychologytoday.com/us/basics/memory/types-of-memory#short-term-memory-and-working-memory  

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