Memory is a creative and dynamic process involving different ways our brain structures work together to encode, store, and recall information! The method and frequency of the material we review affect how effectively we recall the information studied (we cover different encoding methods on the website later on!). Memory is creative because we draw from previous experiences and use that knowledge to generate new ideas and solutions (Benedek & Fink, 2019). It is a process of reconstructing existing memories to help us expand our innovative ideas that will help us in the present, and therefore, the future. When we encounter a problem, we rely on our memory and schemas (i.e., previous knowledge learned from past experiences). Schemas provide a cognitive framework that we use to interpret new information. They are our basic mental building blocks! 

Connections between neurons play a major role in the strength of memory encoded. As Van Kesteren and Meeter (2020) note, the synapse (i.e., what connects neurons together) helps strengthen the information encoded. When information is rehearsed over time, the connections between neurons are reinforced, making the retrieval of information much easier. Encoding and retrieving are not a passive process either (Van Kesteren & Meeter, 2020). Different structures of our brains (e.g., temporal and hippocampus lobes) help gather and interpret information for us to understand. The way in which we also study information can influence how well we can rehearse it, making the encoding process a crucial factor in effective recall. Our memories were not built for full accuracy, rather, great memories are having the ability to recall important notes is more than enough to get through. As we will review later on the website, we provide effective study methods noted from research that can help strengthen these neural connections, making the encoding process much easier!

Memory, in a nutshell, works to construct and reconstruct information. Based on Baddeley and Hitch’s (2012) Working Memory Model, they describe 4 main components that play into memory construction: the phonological loop, visuospatial sketchpad, episodic buffer, and the central executive. The phonological loop processes auditory information and is processed in the temporal lobe. Meanwhile, the visuospatial sketchpad aids in interpreting and analyzing what we see, helping us understand a new setting/concept. The episodic buffer helps connect these two processes, acting as a temporary storage unit, where it processes both auditory and visual information, making both inputs congruent. If the information goes into long-term memory (stored in the pre-frontal cortex), then the Central Executive takes over. The Central Executive is known as the control center. Here, information is further encoded, strengthening neural connections between new information with previous schemas when rehearsed consecutively. It decides how we encode the information, what cues are used to recall, and where to send it. It is very flexible, it helps us decide what to focus on, switch between tasks, and come up with solutions. 

Engaging students in activities like walking the line, Simon says, and journal reflections significantly enhance their executive functioning skills, thereby improving their overall learning abilities. These activities offer structured ways to develop crucial cognitive processes that are essential for academic success. Walking the line involves physical movement in a structured manner, requiring students to focus, balance, and follow instructions carefully. This activity enhances attention and concentration by challenging students to maintain their focus on a specific task. Additionally, it promotes impulse control as students must resist the urge to deviate from the designated path. According to research by Cowan (2015), activities that engage attention and concentration contribute to the improvement of working memory, a key component of executive functioning.  

Similarly, Simon says is a game that demands listening skills, attention to detail, and the ability to follow instructions accurately. It enhances cognitive flexibility as students need to quickly switch between following and not following commands based on the phrase "Simon Says".

Journal reflection encourages metacognitive awareness as students reflect on their thoughts, feelings, and experiences. It fosters self-regulation as students learn to monitor and control their cognitive processes, such as goal-setting and planning. Writing in a journal promotes emotional regulation by providing an outlet for expressing and processing emotions. According to Dunlosky et al. (2013), self-regulated learning techniques, like journal reflection, have been shown to enhance academic performance. 

Other activities such as brain teasers and puzzles, board games, and team-building activities can further improve executive functioning and learning abilities. Brain teasers and puzzles require critical thinking, problem-solving, and cognitive flexibility, stimulating the brain and enhancing mental agility. Playing strategic board games fosters planning, decision-making, and cognitive control, offering opportunities for students to strategize and adapt to changing circumstances. Collaborative team-building activities promote communication, cooperation, and leadership skills, enhancing social cognition and interpersonal skills, which are integral components of executive functioning. These activities provide holistic approaches to developing executive functioning skills, ultimately benefiting students' academic performance and cognitive development.

For Journal Prompts click HERE

For Journal Prompt Worksheets click HERE

While older students can most certainly still use games to learn, there are some other study techniques they can use. Dunlosky et al.'s research (2013) highlights some ways of studying and preparing for tests to help students retain information.

• Practice Testing - Taking practice tests can help students test their knowledge and apply the material in a way tests do but in a less stressful way. When this is used, it is important to remind students that the score they would get on the practice test does NOT affect their overall grade as it is just preparation for the actual test. It could also help students learn through "trial and error" as it helps students see what materials they should work on.

• Distributed Practice - Distributed practice is studying in smaller intervals over a long period rather than doing a bunch of studying in one sitting (aka cramming). Distributed practice means you review the material more often and strengthens the chances of remembering it later. Repeated exposure is very helpful in remembering things better. It also is less stressful since it is over a long period of time and students will feel like they have plenty of time rather than cramming. That being said, if there is a test coming up they should prepare for, make sure to give them a heads up so they have plenty of time to implement distributed practice.

• Elaborative Interrogation - This technique consists of explaining why a concept or fact is true. It requires critically thinking about the material, meaning it has the possibility to "stick" in the brain. The way elaborative interrogation works includes adding in what students already know and using schemas to learn new knowledge, thus enhancing chances of retrieving or remembering it later.

• Self-Explanation - Self- explanation is connecting information that is being learned to information that is already known. It's picking aspects of what is already known and applying it to what is being studied. This helps to make connections. Similarly to elaborative interrogation, connecting prior knowledge to knowledge being learned helps students make sense of the content and helps them remember it better.

• Interleaved Practice - This method is going back and forth from studying different subjects. Basically, it's working on one subject for a little while then moving on to another and so on. Rather than working on one subject for a long until finished, it's alternating between subjects. This can also help prevent burnout since it's not focusing on just one subject.

• Summarizing - When students summarize the material in their own words, it helps them to understand it in language they know. It can also help students identify which parts of the material they know and which parts they have questions about. Summarizing gets the whole idea of a concept while having students think about how to put the ideas into other words. 

While encouraging students to try these study techniques, it's important to remember that students will have preferences on which techniques they want to use. They may not want to use all of them and that's okay. Students should use study techniques they want to use and not force themselves to use methods they don't want to use.

Also, remind students to take study breaks! Breaks are important to prevent burnout. The best way to take study breaks include doing something that doesn't require much "brain power" so that they have a "brain break". Some things to do during breaks include going for a walk, take a short nap, have some food, meditate, listen to music, or doing something "artsy". 

Stuck between handwriting or typing your notes? Well, an article written by Keim (2013) noted that handwriting notes may just be more effective in encoding information compared to typing. Why is this? As Keim (2013) notes, handwritten notes do not only require visual activity, but motor activity as well. Since this process requires two different brain processes, Keim suggests that the neural connections about the information are strengthened, as a scripted letter is both visual and physical. As noted earlier, when connections between neurons are strengthened, information is easier retained. We physically have to think about our hand placement, the coherence of our writing, and what to write. Handwriting requires more effort overall because we have to read and find ways to paraphrase the material in a way that we understand, efficiently. Meanwhile, typing is more automatic, as letters remain in the same spot, and we learn its placements, making it easier to jot down a lot of information at once. While handwriting may seem more of the effective note-taking method, it is okay to type as well!