ABSTRACT
This chapter argues that research-based knowledge about learning, in particular the intricate and counter-intuitive functioning of human long-term memory, is actually a key tool for the emancipation of teachers and for flipping the system towards greater teacher agency. Armed with this knowledge and an understanding of their own learning context, teachers will always be in a better position to say what works for their learners than any external authority. There are good reasons to think that the domain of learning and memory is a highly unintuitive area where theoretical knowledge has an important role to play as part of pedagogical expertise. Memory is not the only research area that can affect teaching practice, but it is a particularly fundamental one, given the pedagogical importance of learning and retention. More spaced-out learning and practice reduces forgetting and may help learners to mentally connect new information to a broader set of experiences.
