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Memory is mysterious. Why do we recall some facts and not others? These event but not those? How does human memory work? What can we do to optimize memory in various situations and settings? 30-year primary teacher Clare Sealy has written a fascinating acting article in Education Next contrasting Episodic Memory with Semantic Memory and discussing the implications in educational settings. The article begins: When we look back on our own school days, our strongest memories are probably a mix of big occasions—field trips, plays, and sports days alongside more personal events tinged with strong emotion. Things that happened that were really funny or sad, or that made us feel excited, interested, exhilarated, or angry. We don’t tend to remember vividly, if at all, actually learning the substance of math or English or design technology. We might remember amusing anecdotes from lessons gone awry, or still bristle at past injustices — “but I wasn’t talking” — or have a vague impression o...

Memory is mysterious. Why do we recall some facts and not others? These event but not those? How does human memory work? What can we do to optimize memory in various situations and settings? 30-year primary teacher Clare Sealy has written a fascinating acting article in Education Next contrasting Episodic Memory with Semantic Memory and discussing the implications in educational settings. The article begins: When we look back on our own school days, our strongest memories are probably a mix of big occasions—field trips, plays, and sports days alongside more personal events tinged with strong emotion. Things that happened that were really funny or sad, or that made us feel excited, interested, exhilarated, or angry. We don’t tend to remember vividly, if at all, actually learning the substance of math or English or design technology. We might remember amusing anecdotes from lessons gone awry, or still bristle at past injustices — “but I wasn’t talking” — or have a vague impression o...

Memory is mysterious. Why do we recall some facts and not others? These event but not those? How does human memory work? What can we do to optimize memory in various situations and settings? 30-year primary teacher Clare Sealy has written a fascinating acting article in Education Next contrasting Episodic Memory with Semantic Memory and discussing the implications in educational settings. The article begins: When we look back on our own school days, our strongest memories are probably a mix of big occasions—field trips, plays, and sports days alongside more personal events tinged with strong emotion. Things that happened that were really funny or sad, or that made us feel excited, interested, exhilarated, or angry. We don’t tend to remember vividly, if at all, actually learning the substance of math or English or design technology. We might remember amusing anecdotes from lessons gone awry, or still bristle at past injustices — “but I wasn’t talking” — or have a vague impression o...