Mind to Memory: Applying Cognitive Science in the Classroom
Overview
Why do pupils forget what we’ve taught them? This course unlocks the science of memory so you can design lessons that stick. You’ll explore retrieval practice, spaced repetition and cognitive load theory – all of which are backed by decades of research showing they improve long‑term retention and higher‑order thinking.
What to Expect
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One‑Day Workshop – Discover how memory works and why retrieval practice outperforms repeated study. Experience practical techniques like low‑stakes quizzes, “two things” reflections and brain dumps that make knowledge stick.
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20‑Hours Online Learning – Learn to design spaced‑review schedules, interleave topics and reduce cognitive overload. Explore digital tools to support retrieval practice and help pupils apply effective study strategies.
Key Questions
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Why do some pupils remember information weeks later, while others forget by the next lesson?
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How can simple activities like brain dumps and low‑stakes quizzes turbocharge retention?
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Are you spacing practice and review across your curriculum, or relying on cramming?
How This Course Will Change Practice
Teachers who understand cognitive science can redesign activities and homework so they align with how memory works. Retrieval practice and spaced repetition strengthen neural connections and lead to better long‑term retention. Implementing these strategies helps pupils become more confident and independent learners, raising achievement and reducing gaps in knowledge.
Preparation Reading Before the Course
To get the most from this module, we recommend reading our think-piece blog:
👉 7 Steps to Make Learning Stick: From Mind to Memory
The blog unpacks decades of cognitive science research—from retrieval practice (Roediger & Karpicke, 2006) to spaced repetition (Cepeda et al., 2006) and cognitive load theory (Sweller, 1988; Sweller, van Merriënboer & Paas, 2019)—showing how thoughtful strategies can transform what students actually remember.
As you read, reflect on:
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Retrieval vs. Review: Do your lessons lean on re-reading or actively pulling information out through quizzes, summaries, or brain dumps?
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Spacing vs. Reteaching: How often do you revisit material deliberately before forgetting kicks in, rather than reteaching it?
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Cognitive Load Check: Which of your resources (slides, instructions, tasks) might be overloading working memory—and how could you simplify or chunk them?
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Memory-Friendly Routines: What classroom routines (like checklists or clear transitions) already help students focus, and where could you introduce new supports to reduce cognitive load?
These reflections will help you connect the science to your practice—so when you arrive at the course, you’ll have a clear sense of what’s already working and what you’d like to enhance.
