1. SENSORY AND IMMEDIATE MEMORY

2. SHORT-TERM/WORKING MEMORY

3. LONG-TERM MEMORY

Sensory and Immediate Memory - This is where the brain collects the experience from sensory stimuli, for example things the brain receives through the senses. Scientists refer to these memories as "sense-related memories". These are very short lived memories, lasting only seconds. Stimuli that the brain finds irrelevant is released and relevant stimuli is sent on to the short-term/working memory. The memory events that are significant are then sent on to the short-term memory. Educators want to use the initial exposure to content to stimulate as many senses and promote a meaningful and potentially memory creating event.

Short-Term/Working Memory - This is where there relevant stimuli is stored. This is temporary storage with limited capacity. These memory events last longer than sensory memory. These memories consist of information stored to be manipulated. When rehearsed, recalled, or practiced, these memories can be moved to the long-term memory. This is where we as educators can begin to build on information and practice in order to increase potential for information being transferred to long-term memory.

LONG-TERM MEMORY - This is the information that is stored for the long haul with unlimited storage capacity. This part of the memory is facts, events, skills and processes. This part of the memory is more lasting and can be altered or expanded from reciting and obtaining new information to add. These long-term memories are stored by changing the neural wiring in the brain, making new connections between neurons and synapses. These memories come from the short-term memory in the prefrontal cortex. Ideally, as educators, we want all we teach to end up here. Teachers should use many different types of media and strategies to improve individual student's chances for long-term memory retention. Information presented randomly or isolated makes it challenging for the encoding to happen. we have the tendency to forget information...a lot. Repetition, multiple and varied exposures, and making personal connections greatly improve encoding and the chance for storing info in long-term memory.

ENCODING - the input of messages

STORING - the process of stimuli and events being temporarily preserved

RECALLING - using the memories through practice in order to manipulate or promote retention

As we know, the primary function of the brain is to keep us safe. Our brain transforms all the stimuli into memories. Unfavorable experiences can trigger the brain to be over stimulated to danger. This can have long-term effects on the brain and how it responds to stimuli long after.

A traumatic event causes the brain to only utilize certain parts of the brain system. This ignites the nervous system and starts a reaction of releasing stress hormones. The release of stress hormones induces the survival mode of the brain. Once the threat has passed, the brain should return to normal. However, sometimes because of trauma, the brain does not make the transition. Whether the trauma was from a single event or continual traumatic experiences, memory can be distorted.

Actual trauma to the physical brain can damage particular parts of the brain and hinder their abilities. Traumatic brain injury is the leading cause of disability and death in adults. A concussion, coma or death are just some of the effects from a severe brain injury. Depending on the seriousness of the trauma to the brain, some injuries cause mild symptoms that can diminish over time and with treatment but some more severe trauma can be devastating and cause life long disability.

As educators, it is important that we understand the cognitive deficits that a student may have from trauma and make modifications to help the student learn. The list for potential deficits due to brain trauma is extensive. Depending on the individual's needs, there are a multitude of strategies and practices to aid students that struggle as a result of past trauma.

Connections and Background Knowledge - Making connections and drawing on background knowledge. There may already be a neural pathway created from a prior experience and this will help to connect and strengthen the new information. Activating the connections prior to teaching new content through word webs, prior knowledge charting, think/pair/share activities, and concept mapping (to name a few) will improve the encoding process.

Retrieval Practice - It is important that we teach our students different retrieval practices and help them to find the best practices for their personal success. There is a plethora of retrieval strategies such as learning to identify the most important parts of a lesson, utilizing flash cards, and summarizing, all of which a teacher can use that are appropriate for their age group. Teachers can also use entrance or exit tickets, frequent quizzes, and even apps like Quizlet or Kahoot.