There are many ways to carry out Retrieval Practice, which is the act of recalling information from long-term memory, from multiple-choice quizzes to past papers, in order to improve learning. It is a powerful teaching and learning strategy, not a formal assessment strategy.
This blog was written by teacher and author of the Retrieval Practice books, Kate Jones. Be sure to follow her on twitter @KateJones_teach.
It is important that classroom teachers have secure knowledge and understanding of cognitive psychology principles, research findings and classroom applications when it comes to retrieval practice. However, it doesn’t stop in the classroom: there are many benefits to helping everyone in the school community to find out more and be aware of what retrieval practice does, and how it works.
Before we dive into practical strategies to get everyone in the school community involved with Retrieval Practice, we have to remind ourselves: what makes Retrieval practice so important?
Classroom teachers
Retrieval Practice is a staple classroom teaching and learning strategy. It should be taking place in every classroom, with every child.
But this is easier said than done - to do this, teachers need to understand the research and evidence and gain insight into how students learn and how to design and deliver lessons that support this. Teachers also need time to implement and embed retrieval practice in their classroom: the research isn’t one-size fits all, and needs to be adapted to their unique classroom context. Finally, it is important that teachers have time to reflect on how they are using retrieval practice in their lessons — at an individual, departmental/phase or whole school level.
Teaching and Learning Assistants (TLAs)
Support staff in a school environment can play a very important role in the progress of students. It is important that TLAs receive professional development and support to understand the research behind retrieval practice and how this can support the learners they work with. The Education Endowment Foundation published a guidance report recommending that schools:
Knowledge of the limitations of working memory and the importance of recalling information from long-term memory can be very helpful for TLAs as they support students with their learning and progress.
Leaders
To embed Retrieval Practice within a school’s culture, it must come from the top, supported by leaders at all levels.
Leaders can, as with all aspects of school leadership, lead by example in terms of their attitude towards and awareness of retrieval practice. To do this, leaders can:
Students
It is vital that students understand why they are being regularly quizzed in lessons.
This can reduce stress and anxiety as students recognise retrieval practice tasks are a low stakes learning strategy, not a high stakes assessment. It can also help them understand the benefits of retrieval practice.
The ultimate goal is for students to be able to use retrieval practice techniques outside of the classroom to test themselves, find gaps in their knowledge and then close those gaps with further retrieval practice.
Parents/carers/families
Parents can become confused when, after observing their child spending time re-reading and highlighting their notes, their child doesn’t do as well on an assessment as they hoped. What went wrong?
Some study strategies are deemed more effective than others, and it is important that parents understand this. Retrieval Practice and spacing are regarded as highly effective in contrast to highlighting, re-reading and underlining. If parents are aware of this, they can intervene and encourage their child to use effective strategies.
Parents can get involved with retrieval practice at home through quizzing and using flashcards with their child. Knowing what retrieval practice and its benefits are will help parents to understand why their child’s teacher regularly quizzes them in lessons. This can also bust some myths and relieve any concerns that parents might have about "drill and kill” high stakes testing.
We know the forms and benefits of Retrieval Practice. But to use it to its full potential, it needs to become embedded in a school culture and become part of the language of learning across the wider school community.
Sharing and explaining the many benefits of retrieval practice with leaders at all levels, classroom teachers, TLAs, students, parents and families, is the best way to achieve this.
This blog was written by teacher and author of the Retrieval Practice books, Kate Jones. Be sure to follow her on twitter @KateJones_teach.