Memory Matrices: A Game-Changing Tool for Enhancing Retention

Introduction

As the spring semester draws to a close, congratulations are in order! Hooray – you made it! You’ve reached the finish line, and it’s time to celebrate your accomplishments. Take a well-deserved break, catch up on some rest, and indulge in some leisure reading. But even as you recharge, it’s never too early to start planning for the next academic term. At the CITL, we’re already engaging in consultations with instructors to help them prepare for their upcoming summer and fall courses. It’s an opportune moment to reflect on effective teaching activities, especially ones that support the learning outcomes we set for our courses.

 

What are Memory Matrixes?

Are you seeking an activity to enhance students’ recall and organization of information? Look no further than the memory matrix—a dynamic active learning tool designed to enhance retention. A memory matrix is essentially a structured table crafted by instructors, featuring rows and columns left blank for student completion. By filling in these blanks, students actively engage with course material, reinforcing their comprehension. Particularly advantageous in disciplines requiring memorization, such as STEM and language courses, this approach aids students in creating mental imagery (with the linking of concepts to specific locations in the table) and strengthens information retrieval abilities. Additionally, instructors can utilize completed matrices to pinpoint areas of challenge for students, leading to targeted instructional support.  

 

An Example from an IUB Professor

I talked to Dr. Kathryn Propst , Visiting Clinical Assistant Professor of Anatomy, Cell Biology, and Physiology, who uses memory matrices in her classrooms. Kathryn described her practice, “Basic Human Anatomy A215 [and the many instructors who have taught the course have] used Memory Matrices for many years and provides them for nearly every topic in the course. For instance, after learning about the different types of “formed elements” or blood cells, students fill out a matrix that lists the major characteristics, shape, and/or structure of each, along with the primary function. We can complete the matrix in class as a review activity and students can download blank versions any time they want to practice. We sometimes ask students to upload their completed matrices as extra credit assignments.”  

Kathryn shared that it’s important to strategically introduce this activity to students. Here’s how Kathryn has communicated the usage of memory matrices to her students, “One challenge that many students encounter in Basic Human Anatomy A215 is trying to learn the MASSIVE amount of material. It can get overwhelming. We know – we remember our days as anatomy students too! In an effort to help you organize and learn this material, we’ve prepared a series of ‘learning exercises.’ It is our hope that these exercises will help YOU better understand and learn the material.” 

I asked Kathryn what makes this activity effective, and how she recommend other educators implement it in their own classrooms. Kathryn shared, “I believe this is an effective activity because it provides some basic structure and organization for students and because it is a low stakes assignment.  It supports retrieval practice and helps quickly identify areas where students need more study. It is flexible in that it can be used as a group or individual activity in class and/or out of class. There may be some debate about whether to provide answers/keys. I would argue that as long as the material is provided elsewhere in the class, this is not necessary once students understand the purpose of the activity.”

As you can see in this blog post, Kathryn shared examples of how she uses memory matrices to have students practice spinal nerves. Students have flexibility in how they complete these – some use paper copies, some make their own, and some fill them out online! 

 

What is the evidence that this works?

So, you’ve seen some examples, what’s the evidence that this works? There are a few evidence-based strategies that are in play here:  

Retrieval Practice:  Kathryn clarified that this assignment carries low stakes, indicating it’s either ungraded or carries minimal point value. Given its low impact on students’ grades, it offers them frequent chances to practice recalling information from memory, thereby bolstering long-term retention. 

Active Learning: Instead of simply lecturing about spinal nerves, Kathryn involves her students in filling out the memory matrix. Engaging students in hands-on activities requires them to actively process the information in ways that listening to a lecture does not.
 

Next Steps

Sound interesting? We challenge you to implement memory matrices into your next class and let us know how it goes! If you’re eager to explore additional active learning techniques, feel free to explore our active learning webpage or schedule a consultation with CITL consultants.