READING Retrieval Practice: Resources and Research for Every Classroom by

RETRIEVAL PRACTICE
Kate Jones and ‘10 Techniques for Retrieval Practice’ blog by Tom Sherrington

“Using Your Memory,

Shapes Your Memory”
STRENGTHEN MEMORY RETENTION AND BOOST LEARNING
ROBERT BJORK

RETRIEVAL PRACTICE AN IMPORTANT LEARNING STRATEGY SPACE AND INTERLEAVE PRACTICE PRACTICE Intentional PRACTICE
Recall Learned Information From Memory Keep retrieval practice low-stakes Create conditions to optimise retention SESSION 1 delay SESSION 2
Retrieval practice is a learning strategy where learned information is The emphasis of retrieval practice should be on Spaced practice and interleaving are two powerful
recalled from memory. The act of retrieving information boosts learning as regular low-stakes retrieval practice conducted learning strategies that enhance memory retention Provide students with... Provide students with...
we are challenged to think about what we know. This process not only iden- to support learning, not measure it. To maximise and strengthen learning. Spaced practice involves
tifies gaps in knowledge but strengthens our memory over time. We would its impact, educator and author Tom Sherrington spreading out study sessions over time, rather than Several practice Self-explanation task
like to think that once we have learned something, it stays with us forever. recommends the following principles when applying cramming information, thereby increasing the effort test questions Natural on the process of
However, research by cognitive psychologist Robert Bjork shows that retrieval practice regularly with students. needed to retrieve information, which improves the on the process of forgetting photosynthesis using a
unless we retrieve it from long-term memory from time to time, we tend to durability of learning. On the other hand, interleaving photosynthesis. diagram.
forget what we have learned. In other words, using our memory, shapes our ■ Involve all students in the retrieval process. involves mixing up different types of learning, such
memory. Bjork’s concept of ‘desirable difficulties’ highlights that challenges as switching between subjects or problem types.
during retrieval practice can enhance learning. Retrieval practice enables ■ Make checking answers accurate and easy. This technique helps students work out, select, and Consolidating Learning Retrieving Learning
learners to revisit what they have learned, ensuring it is not forgotten and apply the correct strategies, enhancing their ability
can be used as a foundation for further learning.
■ Specify the knowledge; keep it generative.
to discriminate between different types of informa-
■ Vary the diet; mix up low-stakes strategies. tion. Both strategies encourage active engagement
with the material, leading to deeper and more robust
■ Ensure it is time and workload efficient. learning outcomes.
SIMPLE MODEL OF THE MIND 3
Term Mem
ng
or
Lo

2
y

B C 1 5
Re

Environment Q1 Q1 3 ? ?
Learning

4
memberin

4 A A 2
6 why is ...?
Q2 Q2 A term is... ?
... ... why does...? 1
Attention
g

A key idea is...

Q3 Q3 how does...?
1
2
Forgotten This links because...

DIAGRAM CREATED BY OLIVER CAVIGLIOLI

USE LOW-STAKES QUIZZES IMPLEMENT FREE RECALL ASK ‘WHY’ AN D ‘HOW’ VISUALISE & MAKE LINKS
Vary Quiz Types Combine With Self-Explaining Use Elaborative Interrogation Teach with Graphic Organisers
ENVIRONMENT AND ATTENTION Quizzes and practice tests aid Free recall (or brain dump) involves Elaborative interrogation centers Concept mapping involves visually
1 students in assessing their grasp of asking students to write down on improving memory retention by representing the relationships
To learn something new, students must first pay attention to it.
Attention brings information from the environment into WM. recently learned material, highlighting everything they remember relevant prompting students to generate between concepts. Typically, a
strengths and areas for improvement. to your question (or the topic). ‘how’ and ‘why’ questions following concept map includes two or more
WORKING MEMORY Relying solely on strategies like Subsequently, you can ask students learning. After formulating these concepts , a relationship descriptor
2
The working memory is limited. If it is overloaded with too much re-reading can lead to an inaccurate to compare their work to find questions, students explore and connecting directional arrows.
information at once, successful learning will not take place. self-assessment of knowledge. Doing gaps, similarities, and differences potential answers that bring to light By reading the map, learners form
quizzes immediately after a lesson in their understanding. Similarly, cause-and-effect relationships. For concise sentences. Concept
3 LONG-TERM MEMORY and revisiting the content regularly self-explaining involves students example, when studying the physics maps help students assess their
Students build networks of knowledge (schemas) in LTM as they throughout the year enhances pulling out information from memory of flight, students might ask: ‘How knowledge, identify gaps, and see
select, organise and integrate new information. learning. Try simple paper quizzes or and putting into words or a simple does the upward force (lift) work?’, important relationships. Develop
whole class ‘show me’ quizzes (using narrative. During this time, students and ‘Why does a plane need an routines by modelling the mapping
4 LEARNING AND REMEMBERING mini-whiteboards). Try tech tools generate their own interpretation engine?’. This engages students in the process. Students should create
Students need to learn material multiple times and practise (such as MCQs using Quizizz) to get of the material and make natural learning process, fostering a deeper maps in a quick, brain dump style
repeatedly to develop automaticity and solid mental models. more nuanced data on all students. connections between ideas. understanding of the content. before checking their answers.

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