Long-term memory is often thought of in two main ways: implicit and explicit memory. The key difference between them is whether we’re aware of recalling the information or not.
Implicit memory works in the background — it’s the kind of memory we use without even thinking about it. It helps us remember how to do things like read smoothly, follow routines, or carry out everyday skills. This type of memory includes habits, skills, and learned behaviours that become automatic over time. Explicit memory, on the other hand, is when we consciously try to remember something. This includes recalling facts we’ve learned (semantic memory) or thinking back to personal experiences (episodic memory). It’s the type of memory pupils often rely on when revising for tests or answering questions. Both types of memory are important in the classroom. While explicit memory helps pupils learn and recall new information, implicit memory supports the development of reading fluency and classroom routines.
This staff meeting starter provides staff with the opportunity to discuss their understanding of explicit and implicit memory and learning and how both types can be used to ensure explicit knowledge of a topic can eventually become implicit, automatic knowledge through practice.
Linked resources
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