Short Term Memory is used when we store information for a short period of time (Types of Memory | Psychology Today, n.d.). Short term memories can be stored into long-term memories, or those memories may only last a short period of time if the information is not used. This is important in educational settings when it comes to following directions, mental math equations or processing information during a lesson.

Sensory Memory is what we refer to when short-term memories are created through experienced stimuli (Types of Memory | Psychology Today, n.d.). We create these memories through sensory experiences, such as, smells and sights. There can be a lot of distractions in an elementary classroom. Our sensory memory helps students to focus on the important sounds they hear, and block out distractions. This leads to increased focus and attention in the classroom.

Long Term Memory is used when information has been preserved and is able to be recalled at a later date (Types of Memory | Psychology Today, n.d.). Our long term memories can be categorized into declarative and nondeclarative memories. According to Sousa (2022), declarative memories are processed through the hippocampus and cerebrum, and aide in the remembering of names, facts and objects. Nondeclarative memories relate to the learning of motor and cognitive skills and remembering how to do things, such as, riding a bike or tying your shoes. This type of remembering doesn't require the intentional recall of experiences. Long-term memory is essential in education. These memories create the foundation for further learning. This allows students to access information when it is needed, and can be applied for higher order thinking tasks. Understanding these memory types, not only helps us understand the brain, but our students as well.

Stress, Trauma, and the Brain | Insights for Educators (2022). PBS LearningMedia. https://iowa.pbslearningmedia.org/collection/stress-trauma-and-the-brain-insights-for-educators/

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

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Memory and Transfer Presentation

TCH-520

March 5, 2025

Dr. Carol Lippert

Retention refers to the process in which long-term memories are maintained in a way where they can later be located, identified and retrieved. There are numerous factors at play that influence retention, such as, student focus, rehearsal length, and the influence of prior learning (Sousa, 2022). Rehearsal is a critical component of retention. Rehearsal refers to how much time an individual has been given to process and reprocess information. According to research, there are specific windows of opportunity that allow for maximum retention to occur. Students learn best during the beginning and end of a lesson, and often forget what is explained in the middle (Sousa, 2022). This information allows teachers to provide correct, direct instruction for the beginning of a lesson, allow students to apply this information throughout the middle, and close the lesson with a synthesis of information. By following this model, we are allowing for maximum retention to occur.

Transfer refers to the effect that past learning has on the processing of new information (Sousa, 2022). In order for transfer to occur, information must be retained. If retention is low, then that affects how well we are able to transfer that information. There are two types of transfer that occur in our learning, positive and negative. According to Sousa (2022), positive transfer refers to when our past learning helps with new learning, where as negative learning refers to when our past learning hinders new learning. Through the focus on retention, we are allowing for a higher level of transfer to occur.

By understand the importance of retention and transfer, we can incorporate strategies to help promote these processes.

Trauma can dramatically change the way a student forms memories. When a student experiences a traumatic event, the amygdala is activated, which leads to a fight or flight response (Sousa, 2022). Fight or flight responses are necessary when responding to dangerous events, but can hinder the way memories are created and stored. When a student has a history of trauma, their response system activates abnormally, which shuts down the cortex. This is a challenge that faces these students, because this is where crucial learning systems are located (PBS LearningMedia, 2022). The hippocampus is also an area affected by trauma. The hippocampus is responsible for the formation of long-term memories, and research has shown that this area of the brain can be harmed or slowed when trauma or stress has been experienced (Sousa, 2022). These processes not only hinder the formation of memories, but how a student functions in a classroom.

By understanding the relationship between trauma and memory, we can better understand how students learn and function within the classroom. This knowledge not only helps us to better teach our students, but understand the why behind the processing impairments that occur.

Research has shown that when learning is meaningful, and related to students past experiences, there is a greater likelihood of retention (Sousa, 2022). When a new topic is being introduced, educators can ask students what prior knowledge they have regarding a specific topic. This information can then be used throughout the unit to enhance student learning. Educators can also work to incorporate the student's interests into their lessons to increase engagement. When retention occurs, long-term memories are stored. When students feel connected to their learning, it will help to foster a sense of ownership and responsibility.

Another way to increase retention and memory formation is through a calm, trauma informed classroom. Students learn best when they feel safe, secure and valued. A few ways to create this environment is through the implementation of mindfulness strategies, such as, breathing exercises, cozy corner and student-check ins. Classrooms where this is valued shows students that they are safe to take risks. When students feel calm, it opens up our brain systems involved in memory formation, which leads to retention (PBS LearningMedia, 2022). A calm classroom benefits all students, and especially those students who have experienced trauma.

Students who have experienced trauma struggle with creating new memories due to chronic stress and anxiety. By making learning relatable and mindfulness focused, we increase their chances of retaining information and creating new, lasting, memories. When a lesson connects to a meaningful experience in a child's life, or engages their senses, we help to lessen their anxiety. This lessened anxiety will lead to improved memory and greater retention.