Retrieval Practice

What is it?

The act of recalling information from memory (with little or no support). Every time an answer is retrieved or an answer is generated, it changes the original memory to make it stronger.

Why is it important?

It helps identify gaps in knowledge or misconceptions (new or emerging).
It improves transfer of knowledge to new contexts: students can connect prior and new knowledge and make connections more easily.
It facilitates retrieval of knowledge that was not tested and provided valuable feedback to teacher.
It improves metacognition.
It encourages students to study more.
It lessens students’ exam/test anxiety

The Central Line?

As a staff and student body, we have underpinned what the Central Line is. Retrieval practice underpins our Classroom Culture three key principles.

Retrieval practice underpins our school’s three key values.

Commitment: challenging students and maintaining high expectations, ensuring that they are able to learn effectively through remembering and retaining knowledge.

Creativity: making students think more deeply about their learning and developing metacognitive strategies.

Community: nurturing a positive mindset and a “can do” attitude to support the learning of all.

Padlet: access our Central Padlet page to share subject specific strategies and find inspiration from other subjects!

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Further links:

Retrieval - The Central Line

In this section you will find information about the research behind retrieval practice: what it is, why it matters and how we could use it in the classroom.

What is it?

The act of recalling information from memory (with little or no support). Every time an answer is retrieved or an answer is generated, it changes the original memory to make it stronger.

Why is it important?

It helps identify gaps in knowledge or misconceptions (new or emerging).
It improves transfer of knowledge to new contexts: students can connect prior and new knowledge and make connections more easily.
It facilitates retrieval of knowledge that was not tested and provided valuable feedback to teacher.
It improves metacognition.
It encourages students to study more.
It lessens students’ exam/test anxiety

What is the Central Line on Retrieval Practice?

Retrieval practice underpins our school’s three key values.

Commitment: challenging students and maintaining high expectations, ensuring that they are able to learn effectively through remembering and retaining knowledge.

Creativity: making students think more deeply about their learning and developing metacognitive strategies.

Community: nurturing a positive mindset and a “can do” attitude to support the learning of all.

Retrieval - The Central Line

Retrieval - The Central Line - What is learning?

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Retrieval - The Central Line - Desirable difficulties

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Retrieval - Further Reading

What is learning?

Cognitive load theory, research teachers really need to understand

D.Willingham , What will improve students' memory

D.Willingham, Why don't students like school extract

Deans for Impact, the Science of Learning

EBjork_RBjork , 2011 desirable difficulties

Grace Hudson, How learning happens infographic

National Council of Teacher Quality, Learning about learning

NSW, Cognitive load theory in practice

Peps Mc Crea- Learning, what is it and how might we catalyse it

What is retrieval?

Grace Hudson Retrieval practice infographic

How to use retrieval practice to improve learning

How to use spaced retrieval practice to boost learning

Metacognition, how to improve students reflections on learning

Retrieval practice and transfer of learning, fostering students' application of knowledge

The learning scientist retrieval practice concept map

Fiechter Benjamin - 2018 - Diminishing cues

Books

Full book-D. Willingham - Why don't students like school

Blogs

Adam Boxer, How to not screw up retrieval practice

David Rodger- Goodwing, the art of schema building

Infographic how to create retrieval quizzes

InnerDrive, The impact of retrieval practice on cognitive load

Jeffrey D. Karpicke, PhD, A powerful way to enhance learning and memory

Kate Jones, Retrieval Practice Myths vs reality

The effortful educator, Misunderstanding retrieval practice

The effortful educator, Retrieval practice impact on stress and anxiety

Tom Needham, low stake quizzing and retrieval practice

Tom Sherrington, 10 techniques for Retrieval practice

Retrieval - Videos

Retrieving

		This clip offers an introduction to retrieval practice and draws on the links between memory, thinking and learning. This clip discusses the role of hard thinking in memory formation and encourages us to think of ways to engage our students in becoming better learners.

		In her 2020 Research webinar, Kate Jones, author of “Retrieval Practice” discusses the role retrieval practice can play during these pandemic times. She shares valuable insights and tips on how to create challenging multiple choice questions and describes her use of Carousel and Quizzes. She also leaves us with reading advice.

		This short video by Tom Sherrington is part of a “Kitchen Pedagogy” series in which he explores all things T&L. In this particular Clip, he describes retrieval practice as “practising remembering” and shares some insights as to how we can teach students about the importance of self-testing.

		This video explores the differences between cued and free recall, linking the latter to desirable difficulties and its associated benefits. It does prompt us to link memory formation in the instructional stage to retrieval practice.

Learning

		This short video simply defines what learning is and the different forms it can take.

		This video explores memory models and puts the theory in the context of the classroom. It encourages us to consider how we can create memories that are long-lasting, retrievable and interconnected.

		What is it? Why does it happen? How can we manage our students’ mental capacity so it does not interfere with memory formation?

		This video explores the relationship between prior knowledge and new learning. It gives us insights into how students’ cultural capital may support new learning and allows us to reflect on the importance of prodding students’ prior learning in order to support them in building during memories and avoiding cognitive overload.

		This video explores the values of embedding spaced and interleaving practice as a way to avoid “fragile learning” that mass practice brings about. It has implications for our planning of teaching sequences and promote deep learning.

		This video explores the role of metacognitive skills and how these and students’ ability in making more connections, more readily. It gives some examples of questions and prompts we can use to encourage students to think more deeply about their learning and eventually develop these learning habits more independently.