ABSTRACT
The simplest description of the process of storage is that one can first receive information in their short-term memory. It is said that memory is the mother of all wisdom, but too often in education it is misjudged and derided as a near-robotic recall of facts. Distraction and interference is an enemy of memory for learning. Get students thinking and discussing new knowledge and skills. Again, the more one can get their students thinking and talking and elaborating upon the subject, the stronger the encoding of the memory. The counter-intuitive part is that the bigger the gap - or the 'spacing effect' - between information being repeated actually strengthens their capacity to remember and retrieve that information in future. The evidence from the science of learning, alongside a greater understanding of the learning brain, gives us much to ponder about the strategies can deploy in the classroom and how they structure their curriculum most effectively.
