A Teacher's Devotional

A Teacher's Devotional: Stones

Memories that matter are the result of intentional repeated recall in varied ways that interleave with life (Make It Stick). In cognitive psychology, the benefit of repeated recall is the testing effect--it is better to study by remembering rather than reviewing (Roediger & Karpicke, 2006), and many small tests that overlap in content but are spaced in time are more powerful than a single large test over material that will never be tested again (Batsell et al., 2016; Leeming, 2002). Testing is learning. But to be robust, memories need to be recalled in different ways (Cao & Carvalho, 2026; Firth et al., 2021) while we are doing different things. Making meaningful memories isn't a trivial task; Bob and Liz Bjork, cognitive psychologists, refer to the constellation of ongoing effort involved in remembering to learn as "desirable difficulties."

Moses described the result of successful learning as words abiding in the heart (Deut. 6:6). His prescription for memories that last? Repeated and varied recall, interleaved with life (Deut. 6:7-9).

There is one other thing we need to successfully use our memories—a cue or trigger for recall. This is a portion of the web of memory that is present (or can be remembered) when we need to recall the information.

Sometimes, those cues are specific to your own biography (this is the self-reference effect; Sui & Humphreys, 2015). But cues can also be shared. Joshua describes this process (Joshua 4:4-7): set up stones, and when your children ask, tell them the story of God's leading. Indeed, memorial stones like the Ebenezer, or "stone of help", set up by Samuel (1 Sam. 7:12), often served as cues that reminded the people of their story with God.

We are in a season of planning for a successful memory. I find the process of planning the semester to be very much about placing memory stones as cues for the future (hopefully) to help me remember all the ideas I have now, amid the noise of mid-semester. As you think about the ways that you can design the semester to help your students learn to remember (Deut. 6:6-9), take some time to place some stones of memory and help. These can remind you not only what to remember throughout the semester but also how God has led you thus far. You might make a note now to weave your testimony into a lesson, or just set aside a block of time now in your calendar at mid-semester to reflect on God as your helper.

Read and recall: Joshua 4:4-7

Sing or listen: Come Thou Fount of Every Blessing, SDA Hymnal 334

Pray: "Lord, thank you for helping me and guiding my preparations for this school year. Help me remember your leading throughout this semester."