In this session, we will discuss the simple model of memory and explore the implications of the model for the social studies classroom. As a case study for applying this model, we will examine the relationship between vocabulary, “memory,” and reading comprehension. The session will end with an in-depth discussion of retrieval practice, an evidence-based methodology for building students’ background knowledge, and examine the ways in which retrieval practice can lead to better outcomes in reading, writing, and critical thinking skills.
