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This week鈥檚 material covers the deepest essence of how we learn鈥攚hich can provide surprisingly helpful and practical insights for our teaching! When students are learning, ideas captured in students鈥� working memories are sent to long-term memory in the neocortex. One of our biggest challenges in learning is the diversity in size of learners鈥� working memory鈥攖hat temporary holding place for new ideas we are thinking about. (We three instructors model these differences in working memory capacity, with Terry having high capacity, Barb low capacity, and Beth variable, depending on the material.) Some people can hold more information in working memory鈥攖hese 鈥渞acecar鈥� learners might learn more quickly, but what they learn can go by in a blur鈥攖hey can jump to conclusions and find it difficult to correct themselves when they make errors. 鈥淗iker鈥� learners with lesser capacity working memory may learn more slowly, but they can learn more deeply, and sometimes more creatively, as a consequence. They can also find it easier to be flexible and change their thinking when they are wrong. What this all means is that the different sizes of working memory can have their advantages and disadvantages. Scaffolded instruction is a key to being more inclusive, so we can reach all of our learners, not just the few who are easy to teach. We will also take a fresh view of active learning鈥攖hose words, as you will discover, do not always mean what you think they mean!