 understanding memory. I believe it's the number one thing that all teachers need to know and it's the one thing I wish I was taught in my teacher training. If I think back to the last 25 years as a teacher probably where I should have spent more of my time and effort learning more about how we learn after all that's what we're trying to do as teachers. So simple overview for you look at short working and long-term memory. Long-term memory riding a bike, tying your shoe lace and there's lots of different things in your long-term schema which are either subconscious or conscious. Subconscious are implicit, conscious, explicit and we need to make more of our long-term memory explicit. Pretty much what we do in the classroom when we are quizzing kids through our working memory so two plus two for example. Short-term memory can be new facts or when we increase load generally four to eight pieces of information and content 15 to 30 seconds before we start to suffer from cognitive load. It's a brief summary. We've got procedural knowledge, decorative knowledge. Decorative is where we are storing conceptual facts and when we say two plus two we turn that into four because it will turn it into an action procedural knowledge and this is a very simple overview. It's a lot more complex than that but for you watching and watch your understanding of memory, where are you professionally in terms of your own understanding and what impact does it have on your classroom? Let me know your thoughts.