Full Guide Available Here. Excerpts below.
by Pooja Agarwal, Henry Roediger, Mark McDaniel & Kathleen McDermott
When we think about learning, we typically focus on getting information into students’ heads. What if, instead, we focus on getting information out of students’ heads?
“Retrieval practice” is a learning strategy where we focus on getting information out. Through the act of retrieval, or calling information to mind, our memory for that information is strengthened and forgetting is less likely to occur.
You’re probably already using retrieval practice. You might ask students questions during class, give quizzes and exams, and/or provide homework as a way to “practice” what was learned – these are all examples of what we call retrieval practice. The big difference, however, is that retrieval should be used as a learning strategy, not an assessment tool. In fact, research demonstrates that retrieval is a more potent learning strategy than other techniques commonly used in classrooms, such as lecturing, re-reading, or taking notes. So, instead of asking students to retrieve information only during assessments, encourage retrieval during learning to improve students’ understanding and retention of classroom material.
HOW DO I IMPLEMENT RETRIEVAL PRACTICE?
First, use retrieval practice to engage all students, not just one student being called on.
Second, keep in mind that retrieval practice should be used as a learning strategy, not an assessment opportunity.
Third, always provide feedback.
- Clickers or Colored Index Cards
- Bell Work or Exit Tickets
- Page Protectors with Dry Erase Markers
RETRIEVAL PRACTICE IMPLEMENTATION CHECKLIST
- Use retrieval practice as a learning strategy, not an assessment tool.
- Make retrieval practice low-stakes or no-stakes (i.e., not for a grade), to reduce anxiety and encourage trial-and-error.
- Provide retrieval practice frequently, as often as possible. Practice makes perfect!
- Provide retrieval practice after a lesson is complete, perhaps even a few days or weeks later.
- Space it out.
- Use a variety of strategies to implement frequent retrieval practice: clickers, index cards, bell work, quick writing prompts, etc.
- Use retrieval practice with a variety of students, subject areas (science, history, etc.), and grade levels.
- Encourage metacognition by giving students feedback.
- Reassure students that challenging learning (via retrieval practice) is a good thing!
- Examine your existing teaching strategies – do they focus on getting information “in” or “out” of students’ minds? Are students being challenged, or is learning easy and “fluent?”
- Use a variety of question types: fact-based, conceptual, and higher order/transfer.