How to Teach So Students Remember

By Marilee Sprenger | Go to book overview

STEP 7 Retrieve

Memory retrieval may be dependent on cues.

Having a strong memory in storage does not guarantee that you will later
retrieve the memory successfully.

—Larry Squire and Eric Kandel, Memory: From Mind to Molecules

You are driving to work (implicit procedural memory). The bell is ringing as you arrive, and you jump out of the car and dash into the building (implicit stimulus response). You enter your classroom, switch on the lights, boot up the computer, and turn on the music (implicit procedural memory). Two students dash in and tell you they have to help in the office for a few minutes. Would you please order hot lunch for them? You repeat their names and their lunch requests over and over (immediate semantic memory). The other students are seated, and you look over the class to take attendance. There is an empty seat. You close your eyes to picture who sits there (explicit episodic memory). Aha! It's Charles. You remember that Charles told you he had a dental appointment today (explicit, semantic), and it reminds you of your last trip to the dentist for your root canal. You cringe at the thought (implicit, emotional). You say it is time for the Pledge of Allegiance, and your class immediately rises (implicit, procedural). You then recall that last night's

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