There are some bits of information that just stick. Nursery rhymes from pre-school, addresses from homes long since left behind, the fates of Henry VIII’s wives. While we can probably recall this information with minimal effort, we can struggle to hold information that we read only a minute ago.
This doesn’t mean that we have a ‘bad memory.’ Instead, it reveals the different ways our memories process and store information.
Understanding the processes of memory is the gateway to applying cognitive science approaches in our classrooms. Along with cognitive load theory, they provide a solid foundation to implement cognitive science approaches intelligently and sensitively to differing contexts.
With a deeper knowledge of the processes of memory, we can make informed decisions about curriculum planning and classroom practice to best support our pupils to learn and to make that learning ‘stick’.
Our new animation aims to provide a clear explanation of the processes of memory as well as describing some of the ways that teachers can start to adapt their practice to mobilise their understanding of these principles.
Think about how you could use this animation to develop a deeper understanding of cognitive science principles in your setting. It could be used:
- for strengthening understanding of and addressing misconceptions around the processes of memory,
- in supporting early career teachers and their mentors in developing understanding of how pupils learn,
- as a starting point in a discussion around how to support students in classrooms in your settings.
You may find it helpful to utilise this poster to consolidate understanding of the language of memory and cognitive load prior to using the animation.
You may also be interested in reading
- Previous blog exploring the importance of underlying cognitive science principles: Cognitive science – the tip of the iceberg
- Cognitive science approaches in the classroom: a review of the evidence
- Yan, V. X., Sana, F., & Carvalho, P. F. (2023). No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions. Policy Insights from the Behavioural and Brain Sciences, 0 (0).