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As instructors, we spend years in teacher preparation programmes and professional development focusing on how we teach. Yet how many of us have been encouraged to ask the question, ‘How do we learn?’ It is not a new question. In fact, it has been asked in many cultures and languages. Although answers vary, a common thread refers to the ability to retrieve knowledge stored in our memory. According to Cicero (circa 106–46 BCE), ‘Memory is the treasury and guardian of all things.’ If the importance of memory has been acknowledged for over 2,000 years, how is it that understanding how to get information into memory is a field somewhat new to teachers? I agree with Ross McGill when he advocates, ‘All teachers must be research-informed.’ The future of our profession lies in methods proven – by science – to achieve the results we want for our students. The Teacher Toolkit Guide to Memory boosts us into that future by sharing the how and why of learning and memory. We are better teachers when we understand concepts and questions such as the difference between our students’ working and long-term memory. What do neurons and synapses have to do with their learning? How do retrieval, and spaced retrieval, strengthen knowledge retention? Dual coding, chunking, the forgetting curve, cognitive load theory… it’s all here in this book, ready to help us boost learning in our classrooms. Understanding the science of learning makes us better teachers. As Daniel Willingham (2017) states in his book, Why Don’t Students Like School?, ‘Education makes better minds, and knowledge of the mind can make better education.’ For too long, teacher preparation programmes and professional development have been burdened with fad theories and pedagogy based on anecdotes rather than measurable, replicable evidence. Although various neuromyths (such as ‘learning styles’ and differing left-brain/right-brain abilities) were debunked years ago, education writing and advice based on similar unproven ideas are still prevalent. On the other hand, research that previously had been tucked away in scientific journals is becoming accessible. Teachers around the world are finding, discussing and using evidence-gathered practices. Up until recently, most research studying how students learn was conducted on college campuses with college students. In 2006, in the United States, cognitive scientists began studies on how children learn in primary and secondary school classrooms. When I was asked by cognitive scientists if they could study how children learn in my classroom, I jumped at the opportunity. A well-respected model of learning includes three steps: encoding, storage and retrieval. The focus of experiments in my classroom was retrieval: how my students improved their retention of material by methods requiring them to recall it. Ross McGill’s Guide to Memory covers both storage and retrieval. He takes the science and translates it for teachers ‘into practice, in a way that works for their classrooms and their students’.