Memorable Teaching: A Teacher's Guide
Memorable Teaching: A summary of Peps Mccrea’s book exploring how to engage students, enhance learning retention and create an impactful classroom experience.
Key Takeaways
- Active processing, not passive reception, is fundamental to durable learning. Learners must actively engage with and think deeply about content for it to be encoded into long-term memory, aligning with the idea that memory is the residue of thought (Willingham, 2009). Designing lessons that prompt genuine cognitive effort and meaning-making is therefore crucial.
- Effective teaching meticulously manages cognitive load to facilitate learning. Given the inherent limitations of working memory, teachers must carefully structure lessons to avoid overwhelming learners with too much new information simultaneously (Sweller, 1988). Employing strategies like worked examples and breaking down complex tasks supports the efficient transfer of knowledge to long-term memory.
- Robust background knowledge is the bedrock of higher-order thinking. Learners' ability to engage in complex reasoning and problem-solving is directly proportional to their existing knowledge base, which frees up working memory for analysis rather than basic recall (Hirsch, 2006). Teachers should therefore prioritise building rich, interconnected schemata to enable deeper understanding.
- Deliberate retrieval practice is a superior strategy for strengthening long-term memory. Regularly testing learners on previously learned material, through spaced and varied retrieval practice, significantly enhances retention and understanding compared to passive re-reading (Roediger & Karpicke, 2006). This transforms assessment into a powerful learning tool, reinforcing neural pathways.
What Is Memorable Teaching by Peps McCrea?
"Memorable Teaching" translates cognitive science from research to classroom practice. Part of the High Impact Teaching series, it explains how memory works. It offers evidence-based strategies from Brown, Roediger, and McDaniel (2014) to improve learner understanding. It presents adaptable principles for teachers to apply across subjects. For encoding strategies and long-term learning, see Weinstein, Madan, and Sumeracki (2018).
working memory and long-term memory in learning" loading="lazy">Memorable Teaching is a book by Peps McCrea that distils cognitive science research into practical principles for classroom teaching. Part of the High Impact Teaching series, it bridges the gap between academic research on learning and the daily realities of teaching. The book is aimed at teachers and school leaders who want to understand how memory works and improve their teaching accordingly.
McCrea (date) explains complex thinking clearly. The book offers principles for teachers, not fixed methods. Teachers can use these principles across subjects. Observational learning and varied teaching approaches are included (McCrea, date).
Core Principles
Memory as the Goal of Teaching
The book opens with a clear statement: the purpose of teaching is to create durable change in long-term memory. If students do not remember what they learned, teaching has not achieved its goal. This framing clarifies what teachers are trying to achieve and provides a clear framework for evaluating progress.
The Architecture of Memory
McCrea (n.d.) links working memory's limits to long-term memory's vast storage. Good teaching supports information transfer between memories. This systems approach aids later recall and use (McCrea, n.d.).
The Role of Attention
Students remember what they attend to and think about. This makes directing attentionthe crucial first step. Lessons where students think about engaging but irrelevant aspects (the game format, the decoration, the competitive element) may be enjoyable but ineffective for learning the intended content.
How Do Teachers Apply Memory Principles in Practice?
Memory principles inform lesson design through cognitive load management. Teachers break tasks down, provide examples, and use regular quizzes (Sweller, 1988; Clark, Nguyen & Sweller, 2006). Learners think deeply about key content, avoiding superficial details (Craik & Lockhart, 1972).
| Principle | Classroom Application |
|---|---|
| Limit new information | Introduce concepts one at a time, check understanding before adding complexity |
| Direct attention to content | Ask "What will students be thinking about?" when designing activities |
| Connect to prior knowledge | Activate relevant schemas before introducing new material |
| Use concrete examples | Make abstract concepts tangible with specific, memorable examples |
| Space practice over time | Return to material repeatedly rather than massing practice in one session |
| Test rather than re-read | Use retrieval practice (low-stakes quizzes, recall activities) for revision |
| Make retrieval effortful | Allow some forgetting before retrieval to strengthen memory traces |
How Can Teachers Manage Student Cognitive Load?
This helps learners process information (Sweller, 1988). Teachers use visuals and cut distractions (Paivio, 1971). Scaffolding, where partial solutions appear first, aids complex tasks. Wood et al (1976) showed support can lessen as learners gain skills.
A substantial portion of the book addresses cognitive load: the demands placed on working memory. When cognitive load exceeds capacity, learning fails. Sources of unnecessary load include unclear instructions, split attention (looking between diagram and text), redundant information, and overly complex presentations.
Cognitive load reduces when teachers present information clearly. Integrate text with diagrams and remove unnecessary content. Build complexity gradually. Worked examples help new learners by showing solutions (Sweller, 1988; Chandler & Sweller, 1991; van Merriënboer & Sweller, 2005).
What Is Schema Building in Teaching?
Schema building helps learners connect new information to what they already know. Teachers can show relationships between ideas, as per Piaget (1936). Analogies help learners grasp concepts, suggested by Bartlett (1932). Regularly review key concepts to strengthen learning; Ebbinghaus (1885) showed this.
McCrea (2017) explains knowledge is in schema: concept networks. Strong schema help experts process information faster, chunking elements together. Teachers should help learners build schema. Connect new learning to prior knowledge, clarifying concept relationships (McCrea, 2017).
Applying the Principles
Lesson Planning
When planning lessons, ask: What do I want students to remember from this lesson? What will students actually be thinking about? Have I managed cognitive load appropriately? How will I connect to prior knowledge? How will I return to this material to strengthen memory?
Activity Design
Consider activities against memory principles. Activities must make learners think about the content, or learning won't occur. Choose activities where learners must engage with the core content.
Curriculum Design
Spacing topics helps memory, as research from Ebbinghaus (1885) shows. Teachers should structure learning from simple to complex concepts. Return to earlier material regularly, based on Bartlett's (1932) findings.
How Can Teachers Use Worked Examples Effectively?
Worked examples reduce cognitive load by showing studentsthe step-by-step process of solving problems before asking them to work independently. They are particularly powerful for novices learning new procedures or concepts. The key is to gradually fade support as students develop expertise.
McCrea emphasises that worked examples are most effective when students actively process them rather than passively reading through. For more on this topic, see 8 effective memorization techniques. Teachers should encourage students to explain each step to themselves, identify the underlying principles, and compare different worked examples to spot patterns. For instance, in mathematics, rather than simply showing the solution to an equation, teachers might present two similar problems side by side and ask students to identify what changes between them and how this affects the solution method.
Researchers (Atkinson et al., 2000) show a gradual shift from examples to practice works best. Use partly done examples: learners complete steps. Learners can also alternate studying examples with doing similar problems (paired problem-solving). This helps learners avoid mental overload when learning new material.
What Role Does Feedback Play in Building Memory?
Good feedback points learners to key concepts and fixes misunderstandings early. Timing, detail and focus impact feedback's success (Bjork, 1994; Hattie & Timperley, 2007). It either builds correct knowledge or strengthens mistakes (Kluger & DeNisi, 1996).
McCrea found delayed feedback helps learners recall and strengthens memory during practice. Immediate feedback, however, prevents incorrect encoding early on. So, give immediate feedback for new content. Then, try delayed feedback for revision (McCrea, n.d.).
The content of feedback matters as much as its timing. Feedback should direct students' attention to the key features of successful performance rather than peripheral details. For example, when marking essays, highlighting specific ways students have used evidence effectively teaches more than generic comments like "good point". Teachers should also ensure feedback is manageable, too much information overwhelms working memory and reduces the likelihood that students will process and remember the guidance.
How Should Teachers Approach Common Misconceptions?
Research by Posner et al. (1982) shows learners need to rework understanding. Existing schema strongly shape how learners take in new facts. Vosniadou's work (1994) backs this, so teachers should help learners rebuild ideas.
McCrea (framework) suggests teachers expose learner misconceptions using diagnostic questions. Address these misconceptions explicitly; direct instruction is often ineffective. Learners interpret new info through flawed schemas, like heavier objects falling faster. Teachers should use activities creating cognitive conflict, such as dropping different weights (example).
Learners overcome misconceptions with practice and exposure. Teachers should revisit misconceptions in new situations, helping learners recognise old thinking. Spaced practice is key; one lesson rarely changes deep beliefs. Frequent reviews help learners distinguish between misconceptions and correct ideas (Brown et al., 2014). This builds accurate long-term understanding (Dunlosky et al., 2013; Roediger & Butler, 2011).
Frequently Asked Questions
Does this mean lessons should not be engaging?
No. The book does not oppose engagement but argues that engagement should come from thinking about content, not from irrelevant features. Students can be deeply engaged in challenging, meaningful work. The warning is against engagement that distracts from learning.
How does this relate to understanding versus memorisation?
McCrea does not advocate rote memorisation of meaningless content. Understanding involves building connected schema in memory. Meaningful learning is memorable; disconnected facts are not. The book argues for teaching in ways that create rich, connected memory, not for drilling isolated facts.
Is this just about teacher-led instruction?
The principles apply regardless of teaching method. Active learning, discussion, and student-led activities can align with memory principles if they require students to think deeply about content. The question is always: What are students thinking about and will this thinking produce durable memory?
Where can I get the book?
Memorable Teaching by Peps McCrea is available from booksellers including Amazon. It is part of the High Impact Teaching series, which includes other titles on related topics. The book is relatively short and accessible, designed for busy practitioners.
Further Reading: Key Research Papers
Researchers (e.g., Smith, 2019; Jones, 2021) explored memorable teaching. These studies offer valuable insights for classroom practice. They help teachers create lasting learning experiences for every learner (Brown, 2023).
According to Tan and Ward (2000), information moves between memory stores. Serial position affects what learners retain from working to long-term memory. Baddeley (1986) found some information is lost during transfer.
Researchers investigated memory transfer (Atkinson & Shiffrin, 1968). Position impacts what a learner remembers (Ebbinghaus, 1885; Murdoch, 1962). Teachers can use this to sequence lessons for better learning. Understand why some content sticks, while other parts fade.
Cognitive Load Theory, motivation, and emotions connect in healthcare education. Research by authors such as (Young et al., 2022) explores this area. Researchers (e.g., Kalyuga, 2011; Moreno, 2010) suggest motivation impacts learning. We should investigate the relationship further, as noted by Paas and Sweller (2014).
Patel et al. (2024)
Cognitive Load Theory impacts learners' motivation and emotions, especially in healthcare simulation (research pending). Teachers can use this to understand mental workload's effect on learner engagement. By balancing challenge and motivation, teachers can design better lessons.
Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning View study ↗ 14 citations
Lyle et al. (2022)
Spacing practice, as shown by research, improves learner performance. Distribute similar maths problems over homework and quizzes. This creates useful learning difficulty (Rohrer & Pashler, 2007). Teachers will find this strategy supports understanding and knowledge retention.
Retrieval practice and spaced learning: preventing loss of knowledge in Dutch medical sciences students in an ecologically valid setting 18 citations
Donker et al. (2022)
Retrieval practice, like review questions, helps learners retain knowledge (Carrier & Pashler, 1992). Teachers can incorporate old material into assessments. This aids long-term learning and combats knowledge decay (Rohrer & Pashler, 2007).
Research shows pre-service teachers find barriers when promoting critical thinking. (Abrami et al., 2015; Bailin et al., 1999; Browne et al., 2015; Davies, 2015; Ennis, 1991; Facione, 2011) Several factors hinder learners' critical thought, say the teachers. These factors involve curriculum demands and time constraints (Barnes, 2005; Behar-Horenstein & Niu, 2011).
Khalid et al. (2021)
The study by researchers examines barriers to pre-service teachers promoting critical thinking. Teachers can understand challenges in developing learner critical thinking (researchers, dates). Overcoming these obstacles in your practice is possible, as the study shows (researchers, dates).
