This document discusses the concepts of learning and memory, highlighting their differences and types, including sensory, short-term, and long-term memory. It also addresses factors affecting memory retention in the classroom and suggests various strategies to enhance knowledge retention, such as conscious effort, motivation, and feedback. Finally, the importance of relating new material to existing knowledge, group discussions, and practical application in learning is emphasized.

1. LEARNING AND MEMORY

2. INTRODUCTION
 learning and memory are closely related concepts.
 Learning involves the acquisition of knowledge while the
memory is expressing what has been acquired through
learning.
 The difference between the two can also be noted.
 If one acquires information slowly and laboriously, this
can be considered as learning.
 On the other hand, if the acquisition occurs instantly this
is then considered to be a memory.
 While teaching, different student have different levels to
which they retain information in their brain.

3. TYPES OF MEMORY
Memory is of different types.
When stores memory they store
information. What makes the
memory differ is the how long
information is being stored.
There are three broad types of
memory; they include Long-term
Memory, Short-term memory, and
sensory memory. The two do
weaken when one age due to
numerous reason and clinical
conditions of the mind.

4. SENSORY MEMORY
 This is considered to be the shortest
term of memory. It entails retaining
sensory information after original
stimuli have ended.
 It's buffer that comes to stimuli of the
five senses, sight, hearing, smell,
taste and touch.
 This type of memory is so sorted and
degrades very quickly (200 to 500
milliseconds). Sometimes is usually
known as Iconic memory

5. SHORT TERM MEMORY
 This is a type of memory that
recalls information that has been
processed at any given point. It is
considered the ability to
remember and process
information at the same time.
Compared to sensory memory
this has a capability if lasting for
more than 10 to 15 seconds.
 An example of STM can be
holding given information for one
to complete a task. For instance,
memorizing someone's phone
number for some seconds.
 This information can disappear
quickly unless some effort is
made to retain them.

6. LONG TERM MEMORY
 This is a type of memory that has been
mainly used to store information over a
long period. Despite the normal
impression of human being of forgetting
information, LTM is used to store
unlimited information over a longer
period.
 LTM memory is further decided into
explicit when one is conscious and
implicit where one is unconscious.
When conscious it can be declarative
memory where one memorizes facts
and events. This can be further divided
into episodic and semantic memory.
Episodic memorizes events and
experiences that one goes through
whereas sematic memorizes facts and
concepts. For the unconscious
memory, it is further subdivided into
procedurals memory where it
memorizes skills and talks.

7. KNOWLEDGE RETENTION
 Using memory, one can use it to
capture knowledge that can be used
later. Retention can be regarded
storage of information in the long-
term memory so that it can be easily
retrieved. Using retention, it can be
used in learning which can be
applied in solving a problem or make
sense of a situation in a different
context

8. FACTORS AFFECT MEMORY RETENTION IN
THE CLASSROOM
 Conscious effort
 Accountability
 Students should always be
accountable for their notebook.
They should understand the
goals of each lesson
 Reception
 Students should be attentive
and observant of the lessons.
It will assist them in retaining
information
 Alcohol
 Students should be
encouraged to take alcohol it
affects their memory retention

9. CONT..
 Conscious effort
 Students should be encouraged to be conscious in class
so that they remember what has been; earned. They
should do homework every day.
 Exercise
 Research has shown that student participating in
exercises such as aerobics have a high retention power.
Therefore exercise can be a factor that may cause
retention of information
 Routines
 Without routines, students will forget what they have
learned. They should be encouraged to write down
homework


10. COLORS
WITHOUT THE USE OF COLOR LEARNING CAN BE BORING

11. WAYS OF RETENTION OF LEARNING
 Since people have different capabilities of retention
of knowledge one can apply some of the
techniques so that they store information for a long
time. They include;
 Storytelling
 Sharing of key knowledge
 Pair share- this is a strategy where two learners share
something to help them learn new content.
 Repetition or practice – in learning it involves repeating
acts in a particular task. In learning it involves learning
perfectly by repeating them. The greater the number of
times one repeat or practice the better one has the
ability to retention of information.

12. CONT…
 Motivation- learning should be accompanied by a
motive or a purpose so that one can be able to
retain a particular matter for a long time. Being
motivated in a particular area of learning can assist
the learner to strengthen weaken process of
retention
 Provision of feedback- learners, should be
provided with the results so that they may correct
responses with errors. This may lead to effective
learning thus effective retention

13. STRATEGIES OF RETAINING LEARNING
 For one to retain learning the following strategies are
appropriate to retaining of information.
 Participate in group discussions
 Always discuss what one has learned in grouped immediately
after learning a few concepts since it will force you to process
the information
 Make efforts of retrieving information from the
memory
 Don’t be too quick to receive information but always try to
remember what you have grabbed in your brain. When you
force your brain, it revisits the pathways that were creates
 Read out loud gained knowledge
 If a learner wants to retain the information he or she has read
the best way of doing it is to read it aloud. Researchers have
indicated that reading something loud will create a memory of
both readings and hearing them loud.
 Embrace mistakes
 Everyone can make a mistake, and it becomes more important
when learning. Research has shown those trying finding the
right answer were better able to remember the correct
information later on.

14. CONT…
 Revisit
 Always revisit what one has leaned it will ensure that you retain what
has been learned
 Relate new material to what has been learned
 Teach others
 Put it into practice
 Putting what one has learned in practice will cement in one’s
mind since practicing creates a neutral pathway
 Use visual aids
 Engaging more senses will make you recall what you have
learned
 Get a study buddy
 Always don’t find someone to learn with so as you make
learning impactful and fun.

15. REFERENCES
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Improve Learning, MA Research Project, Xavier University,
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Publishing Co., Inc. Associated Press, “Study Shows Sleep Helps
Memory”, Nov. 21, 2000
 Bennett A.G., Rebello N.S. (2012) Retention and Learning. In:
Seel N.M. (eds) Encyclopedia of the Sciences of Learning.
Springer, Boston, MA
 Bellezza, Francis S. (1982). Improve Your Memory Skills,
Prentice-Hall, Inc.
 Higbee, Kenneth L., Ph.D. (1977). Your Memory/How It Works
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 Gallant, Roy A. (1980). How Memory Works and How to Improve
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 Yount, Lisa. (1996). Memory, Lucent Overview Series, Lucent
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