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Use the contents below to jump to a certain section of the article.<\/strong><\/em><\/p>\n\n\n\n There are many theories relating to the different types of memory<\/a> and the processes that form it. Whilst a lot is still unknown, most scientists consider there to be at least four general types of memory.<\/p>\n\n\n \u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n In 2000, Badderley added a further component – the Episodic Buffer – to this model. This is where information, both visual and phonological, is combined and integrated<\/strong>, along with relevant information from the long-term memory.\u00a0<\/p>\n <\/p>\n <\/p>\n You may come across research where the terms \u2018short-term memory\u2019 and \u2018working memory\u2019 are used interchangeably. While research<\/a> has found overlap between them, as a teacher\u00a0 it is useful to make the distinction between the storage of the short-term memory<\/strong> and the cognitive process of working memory<\/strong>, which both retains and processes information.\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n Many children experience difficulties with working memory, which we will explore later in further detail.<\/p>\n<\/div>\n \u00a0<\/p>\n <\/p>\n <\/p>\n For example, you may know that plants use photosynthesis to generate energy. This information is stored in your long-term memory but it is not continually on your mind. When you need to access that information \u2013 to plan a science lesson or answer a quiz question \u2013 you will call it to your working memory.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Some long-term memories are easy to access whilst others are less so.\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n Long term memory can be further categorised into:<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Some researchers view these as stages of memory<\/strong>.\u00a0 In such a model, a memory would begin as a sensory memory, then transition to short-term memory, and then may move to a person\u2019s long-term memory (Villines, 2020). One of the goals of teaching is to secure information in a child\u2019s long-term memory, in order that they are able to retrieve it and apply it in different contexts in their lives.<\/p>\n<\/div>\n<\/div>\n <\/p>\n Back to Top<\/em><\/a><\/p>\n <\/p>\n \u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n Generally, the process of memory is thought to be broken down as follows:<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Although the exact mechanism for retrieving memories is not completely understood, it is thought to be a creative process involving piecing different relevant information together rather than simply pulling information out of a store.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n When memories are encoded and stored in the brain, they form neural pathways. Each time the information is retrieved, those pathways are strengthened. The more often you need to access the information, the stronger the pathway, and the quicker it is thought the memory can be retrieved.\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n Retrieval can be broken down into different types<\/a> and, as a teacher, an awareness of these can help you to plan effective tasks, in order to optimise children\u2019s retrieval processes.<\/p>\n <\/p>\n <\/p>\n The key elements are:<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Much of what we ask children to do in class involves elements of retrieval, especially as our curriculums seek to build on what has previously been taught. There are many different factors that could influence the effectiveness of retrieval. These include special educational needs and\/or disability (SEND), gender, physical and mental health, activity levels, and even food consumption \u2013 we know the difference eating breakfast can make to a child\u2019s learning potential!\u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n Back to Top<\/em><\/a><\/p>\n <\/p>\n \u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n There are many different theories and definitions of learning, but an influential one, which underpins the current Ofsted inspection framework<\/a>, is grounded in memory.<\/p>\n The aim of all instruction is to alter long-term memory. If nothing has changed in long-term memory, nothing has been learned.<\/p>\n<\/div>\n (Kirschner, Sweller, & Clarke, 2006)<\/p>\n<\/div>\n <\/p>\n If the goal is to change long-term memory, then as teachers we need to make sure that we are planning opportunities for:<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Within the long-term memory, information is stored in a range of schemas<\/strong>. Schemas are structures that link knowledge and create meaning (Ofsted, 2019). These build up over time, becoming more complex as more is learned. A child in Year 1 may possess quite a simple schema relating to \u2018multiplication\u2019 – perhaps linked to what they know about addition, and visual images of arrays.\u00a0 As that child progresses through their school journey, that particular schema will become more complex, as other areas of learning are linked to it (times tables, fraction, decimals, formal procedures, algebra, etc.,).\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n By designing curriculums and programmes of study that consider how these schemas build and strengthen over time, both within subjects and across the curriculum, the learning potential can be maximised. A spiral curriculum (where elements are revisited regularly) can further optimise retrieval, by purposefully building in time to \u2018forget\u2019 and \u2018retrieve\u2019.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n As we have seen, before something can enter or alter the long-term memory, the information needs to be encoded and processed by the working memory. Working memory has a limited capacity. If a learning activity places too much pressure on a learner\u2019s working memory (presents too high a cognitive load), then learning will not be able to take place. That information will not be added to their schemas.<\/p>\n <\/p>\n <\/p>\n The Ofsted framework recommends planning activities for children which do not require the learner to use too much working memory capacity, until they have acquired enough knowledge to minimise processing.<\/p>\n <\/p>\n <\/p>\n In practical terms this might mean including scaffolds to make sure that the activity is concentrated on what the child needs to be learning, and doesn\u2019t carry any additional burden for their working memory.\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n When teaching speech punctuation, you might at first give them the sentences to punctuate.\u00a0 Having to construct sentences simultaneously would present too high a cognitive load. You might also add some visual aids to further reduce the load, or narrow the focus of the task (i.e., having only the inverted commas missing).\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Later, when the knowledge is more established and you want them to practise retrieving the information, you would remove some of the scaffolds, until eventually they would have the knowledge to apply all aspects of speech punctuation independently.\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n Essentially you need to be very clear about what \u2018the learning\u2019 is, then, considering the individual child and their current knowledge, plan how to best facilitate that learning. You will already be doing this as part of your everyday good teaching practice – although you might not explicitly be considering it in light of memory processes or related theories.<\/p>\n Back to Top<\/em><\/a><\/p>\n <\/p>\n \u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n Working memory is a cognitive process that allows us to use information without losing track of what we are doing.<\/p>\n <\/p>\n <\/p>\n If you wrote 15 + 8 = ? on the board for a child to solve, they would need to access, keep in mind, and manipulate, the following information:<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n As you can see, what seems like an incredibly simple classroom task is actually quite complex. As children become more practised at this kind of task, the processing will become quicker and take less toll on the working memory.<\/p>\n <\/p>\n <\/p>\n Working memory is arguably the most important element of the process to be considered in the classroom. It has even been found to be a better predictor of future academic performance than IQ (Alloway & Alloway, 2014). In addition to formal learning activities, children need to use their working memory to follow all instructions given to them.<\/p>\n <\/p>\n <\/p>\n 10% of children suffer from working memory problems (Gathercoe, 2008<\/a>) and working memory capacity varies from person to person. If a child\u2019s working memory is overloaded or they are distracted, information can be permanently lost from working memory. Therefore, it is important that teachers are aware of planning for optimal cognitive load, and of how to spot signs of working memory difficulties.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n A child or young person with potential working memory difficulties might have:<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Memory difficulties are categorised under the wider area of need of Cognition and Learning Difficulties (2015 SEND Code of Practice).\u00a0 As with all SEND, there is considerable overlap between areas of need and, to effectively support SEN in the classroom<\/a>, each child\u2019s strengths and difficulties should be considered individually.<\/p>\n <\/p>\n <\/p>\n There is evidence that neurodiverse children, such as those with Autism Spectrum Disorder or a Specific Learning Difficulty (including dyslexia, dyspraxia and dyscalculia<\/a>), may experience difficulties with aspects of executive function, which includes working memory.<\/p>\n <\/p>\n <\/p>\n As attention plays an integral part in encoding memories, children with disorders that affect attention, such as Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), are also likely to experience issues with their working memory.\u00a0\u00a0\u00a0<\/p>\n <\/p>\n Find out more about prevalent SEND in our dedicated training courses, from\u00a0Autism Awareness<\/a>\u00a0to\u00a0ADHD Training<\/a>. Take a look at our\u00a0course library<\/a>\u00a0to browse the full list of available courses.<\/p>\n<\/div>\n Back to Top<\/em><\/a><\/p>\n <\/p>\n \u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n There are some general strategies that can help us adapt our teaching in light of the interplay between memory and learning.\u00a0\u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Back to Top<\/em><\/a><\/p>\n <\/p>\n \u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n In addition to the general good practice above, there are further strategies that can be put in place to help increase memory power in students. These strategies can be adapted for children of all ages, and putting them in place from an early age can increase their effectiveness.\u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Many of these teaching and learning strategies can also help older children and young adults to improve their memory power when revising or conducting independent study.<\/p>\n <\/p>\n <\/p>\n \u00a0<\/p>\n<\/div>\n <\/p>\n <\/p>\n Back to Top<\/em><\/a><\/p>\n <\/p>\n \u00a0<\/p>\n <\/p>\n Memory and learning go hand in hand, so it is useful to have an awareness of how memories are formed, what the different types of memory are, and how your teaching practices can maximise learning opportunities. It is also vital to have an understanding of working memory, its limitations and how to reflect this in your planning and teaching. Some children will need specific strategies put in place to further support working memory difficulties. We hope you find this information useful for your practice.<\/em><\/p>\n <\/p>\n <\/p>\n \u00a0<\/p>\n <\/p>\n <\/p>\n <\/p>\n CPD Courses for Teaching Staff<\/a> <\/p>\n <\/p>\n <\/p>","protected":false},"excerpt":{"rendered":" Understanding different types of memory can help design the most effective learning experiences. Our article explores this relationship further.<\/p>\n","protected":false},"author":54,"featured_media":54738,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18],"tags":[81,75,80],"class_list":["post-54669","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-safeguarding","tag-education","tag-safeguarding-children","tag-teachers-and-parents"],"acf":{"schema_disabled":false,"schema_properties_FAQPage_question_answer":null,"schema_properties_HowTo_howto_tools":null,"schema_properties_HowTo_howto_supplies":null,"schema_properties_HowTo_howto_steps":null,"schema_properties_WebPage_cssSelector":null,"schema_sameAs_repeater":null,"schema_custom_json_repeater":null,"schema_custom_json_override":false},"yoast_head":"\n
\n\n\n\nWhat are the Different Types of Memory? <\/h2>\n\n\n\n
Sensory Memory
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<\/h3>\nShort-Term Memory
<\/h3>\nWorking Memory
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Long-Term Memory
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\nMemory Processes<\/h2>\n
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\nThe Relationship Between Memory and Learning\u00a0<\/h2>\n
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![\"\"](\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/08\/Children-explaining-to-each-other.jpg\")
<\/figure>\n<\/div>\nLong-Term Memory and Learning – Schemas<\/h4>\n
![\"\"](\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/08\/Showing-connections-between-learning.jpg\")
<\/figure>\n<\/div>\nWorking Memory and Learning – Cognitive Load Theory<\/h4>\n
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\nWhy is Working Memory Important?<\/h2>\n
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![\"\"](\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/08\/A-child-during-a-test.jpg\")
<\/figure>\n<\/div>\nWhat Might Be Signs of Working Memory Difficulties?<\/h4>\n
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<\/div>\nWant to Learn More About SEND?<\/h3>\n<\/div>\n<\/div>\n
\nHow Can Memory Be Supported in Teaching and Learning?<\/h2>\n
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\nClassroom Strategies for Improving Working Memory<\/h2>\n
![\"\"](\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2021\/08\/Peer-to-peer-teaching.jpg\")
<\/figure>\n<\/div>\nTeaching and Learning Strategies<\/h4>\n
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<\/h4>\nMemory Techniques for Studying<\/h4>\n
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\nFurther Resources:<\/h3>\n
Autism Awareness in Education Course<\/a>
Supporting Pupils with SEN in the Classroom: Guidance for Teachers<\/a>
Metacognition in the Classroom: Benefits & Strategies<\/a>
Effective Communication in the Classroom: Skills for Teachers<\/a><\/p>\n