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From an educator’s point of view, memory is often thought of as an ability to retain information and to recall information in order for a specific use or in new and creative ways. As information is received through the senses, encoding occurs in one of three channels: auditory, visual or kinesthetic. This article reviews the cognitive system and techniques for increasing memory.

Teaching: Students With Memory Difficulties

by Toby Mickelson, MSW, P/ET
Professional Member, AET

Memory is comprised of three systems that work in support and conjunction with one and other: short-term, active working, and long-term. As input is first received in short-term memory, there is a preliminary examination. Even as you are reading this essay, your short-term memory is decoding and deciphering words and their meaning. Stabilization occurs when active memory decides the information is worth keeping or discarding. If you just made a connection to active working memory as a review board or selection processor, then the meaning of active working memory is secure and there is a better likelihood that the definition will move into long-term memory. Active working memory is also the scratchpad that allows us to work with information we “remember”. So, when facts, details, or concepts are recalled, active working memory is involved. Active working memory is involved on the input and output sides of memory. Finally, permanent storage occurs in long-term memory.

Memory Systems:

Enhancing Memory in Teaching:

Short-term Memory

Holds information for short periods (seconds)
Holds a limited amount of information (7-11 bits)

Short-term Memory

Reduce the number of linear or rote bits of information and/or slow down the rate of the presentation:
- Show and enhance patterns
- Identify the overall category
- Be clear about what is important
- Have quiet times for students to practice, limit over talking an idea
- Provide visual demonstration

Active Working Memory

The work place of thinking where information can be held, worked on, thought about or connected to new and old information
The place where auditory, visual and kinesthetic information can be reviewed, developed and improved

Active Working Memory

This is the place where planning, multi-tasking and elaboration occur
By increasing automaticity, the load on active working memory is reduced
- Increase a student’s familiarity with the pieces of a project before asking them to do it alone
- Provide practice
- Provide graphic organizers
Assist and develop routines and organization throughout the curriculum: teach “to-do” lists
Teach summarization of fiction and expository text
Emphasize internal dialogue, “What have I left out?” to increase self-monitoring

Long-term Memory

Permanent storage of skills and facts, located in different parts of the brain
Potentially limitless capacity, but entry into this area often requires, review and practice

Long-term Memory

To enhance consolidation use paired multisensory activities: Simon Says for the parts of the skeletal system, use of mnemonics, nightly review of important facts
Teach structure through rules and organization, teach explicitly in order to create a schema for new information
To access information give opportunities for students to explain patterns, adjust time constraints so that students can learn when rapid recall is more or less difficult for them.