Retrieval Practice - So important to Student Learning!

Think back a few weeks.   Students (and teachers!) were stressed about the Midterm exams that loomed.  Many students spent hours rereading text and notes, and trying to make sense of it all in their brain.  Many of them spent a lot of time (without much sleep) just hours before they were scheduled to take the test - the age-old practice of cramming!  Just how effective were their learning strategies?

Retrieval Practice:  

I am always fascinated by how the brain works, and specifically how it works for learning. I read a blog written by Matt Miller called Ditch that Textbook.  He recently highlighted  a book with important research on learning and specific suggestions for techniques that help you learn:

"Make it Stick: The Science of Successful Learning" by Peter C. Brown & Henry L. Roediger III, makes the following claims about student learning based on their research:

• We are poor judges of when we are learning well or when we're not.
• Rereading text or notes and massed practice of a skill (single-mindedly trying to burn something into your memory - cramming is an example) are among the least productive study strategies.
• Trying to solve a problem before being taught the solution leads to better learning. (Inquiry-based learning)
• Retrieval Practice - recalling facts or concepts or events from memory - is a far more effective strategy than rereading text or notes.
• Spacing out practicing a task and getting a little rusty, or studying another task and returning to the first task, produced the longest lasting results.  (Retrieval Practice)

Students often resort to strategies that feel more productive (like cramming), that in reality produce temporary results.   Retrieval practice is far more effective for learning and gives students the ability to apply that knowledge in a greater number of varied situations in the future.

How do we help students use retrieval practice?

You probably are already doing a lot of things to help students use this learning strategy!  Below are some examples of digital tools that provide support. 

Why use digital tools?

There are a lot of tools that help students use Retrieval Practice.  One huge advantage of using digital tools is they allow the student quick feedback about where they are in their learning.  They often provide the teacher information at both the class and individual student level.

Flashcards/Games

Digital Tool support:  Quizlet, Kahoot!, Quizziz (new tool for you to consider!)  Both Kahoot! and Quizziz allow you to assign the game as an in-class activity, or assign it to students to work on individually as homework.  Both Kahoot! and Quizziz also qualify as formative assessments!

 

Exit Ticket, Short Quiz, Formative Assessment

• After reading text or listening to a lecture, a simple short quiz leads to better learning and memory of the content.   
• Practice tests or formative assessments interspersed throughout the course help students calibrate where they are, and allows them to fill gaps in their knowledge, finding out where they went wrong.

Digital Tool support:  Google Forms, EdPuzzle, Pear Deck

Google Forms

(Using the 'Insert Question' feature!)

(Tip from Matt Goldberg:  sign up for Pear Deck at this website, but create your Pear Decks using the Pear Deck add-on right in Google Slides!)

As teachers, we know students truly understand our content when they use their knowledge in new and different ways - engaging in higher order thinking.  But, students need to learn and assimilate information to use as building blocks to engage in higher order thinking.  Retrieval practice helps them gain these building blocks!