Edition #31: Episodic and Semantic Memory
Designing fun and novel experiences can be an effective way to engage students, but how do they impact long-term learning?
Back when I was a graduate student, I read this article by Claire Sealy, which explores the differences between semantic and episodic memory, and it has stuck with me over the years. According to Sealy, “episodic memory is the memory of the ‘episodes’ of our life” and is largely shaped by sensory experience, novelty, and the emotions said episodes elicit. These do not require effort on our part; they just happen. Semantic memory, on the other hand, “is the kind of memory we use when we consciously study something because we want to remember it.” This doesn’t just happen but instead requires effort (struggle, even).
There are many benefits to designing learning activities that result in episodic memories, in large part because novel and fun experiences can be an effective way to engage students. Sealy gives the example of teaching students about geometric angles using water guns, which can get students thinking in a different medium and engages them by appealing to something they would no doubt enjoy.
And yet, there is a risk here. Sealy notes that when teachers prioritize experiences that engage episodic memory, they “might be unintentionally sabotaging learning by making the medium of learning more prominent than the actual message.” To evoke one of my favorite mantras from Daniel Willingham, “memory is the residue of thought,” which means we remember what we think about. In the aforementioned example, students may very well be thinking about water guns more than angles, and that is what they will remember.
This doesn’t mean there is no room for episodic memory in the classroom. When thoughtfully designed, episodic memory can inform semantic memory, and Sealy gives some examples of this in her article. At the same time, we need to be mindful of the fact that the things that make episodic memory so powerful — emotion, novelty, and fun — can also distract students from the things we want them to learn. To evaluate your own practice, ask yourself: “what does this activity make my students think about?” The answer to that question is what they will likely remember.
This Week’s Focus: Episodic and Semantic Memory
While games and movement breaks can provide short term boosts to student disengagement, they aren’t long-term solutions. Rablin taps into existing research in learning and motivation to explore what teachers can do to engage ALL students and promote long-term understanding: Tyler Rablin, “4 Ways to Guide Disengaged Students to Try Again,” Edutopia (October 31, 2025).
How many of the practices on this list find expression in your classroom? Is there one that you haven’t explored that you might try?: Youki Terada, “15 Tips to Align Your Teaching With Brain Science,” Edutopia (October 24, 2025).
This is a very useful lens through which to evaluate your lesson planning. I recommend checking what you are doing against each of these stages to surface potential gaps (the authors also identify highly practical ways to address any gaps on the ground): Daniel Super and Jeremy Logsdon, “From Task Completion to Cognitive Engagement: Making the Case for the Hourglass Paradigm of Learning,” Faculty Focus (October 27, 2025).
Other Things in the Ether…
Supporting students is a coordinated effort but this can quickly turn into redunancy and ineffiency. I especially appreciate how Brooks’ framework for four types of meetings can help us reflect on the purpose of our meetings: Arthur Brooks, “Why Meetings Are Terrible for Happiness,” The Leader’s Happiness Reset.
Struggling to get students to meet deadlines? Check out this a la carte menu of interventions (tl;dr: relationships over rules): Sarr Sackstein, “How to teach students the value of meeting deadlines,” Kappan (October 30, 2025).
For anyone who teaches about or is interested in civics, Facing History just launched this new collection of lessons/units for grades 6-12: “Civic Education Curriculum Collection,” Facing History & Ourselves.
I LOVE this vision of embedded teacher learning: Katie Morrison and Natasha Rogers, “Growing the Pipeline of Excellent Teachers,” Independent Ideas Blog (November 3, 2025).
This is a great way to gather formative feedback from students (yes, formative feedback can and should go both ways!): J. Muthoni Mwangi, “How I Used the Parking Lot to Turn Quiet Rooms into Engaged Classrooms,” Faculty Focus (November 3, 2025).
There is a lot of inspiring work here. I particularly appreciate the American School in Japan’s Deep Learning Signature Program and Harpeth Hall’s work around Neuroteach: Education Innovations Around the World (NAIS)
Upcoming PD in the DMV(ish)…
Winter/Spring 2026: AI Innovators Cohort from WISIT and Project Zero’s Center for Digital Thriving; indicate interest sooner rather than later! ($500)
Thursday, November 13 (7:00 to 8:30): “Culture Series: Documenting Culture - How to Be a Humanist,” from DCHumanities (MLK Library)
December 5-7: WISIT Empower Conference at Washington International School (Washington, D.C.)
January 27-30: ISEEN Winter Institute with the theme “Justice for People and the Planet through Community Action” (Baltimore, MD)
January 28-30: NNSP Annual Conference at Close Up Foundation (Arlington, VA)