Retrieval and Spaced Practice
Retrieval Practice
What is it?
Retrieval practice is the action of trying to recall information from memory without having it in front of you. Doing so helps the knowledge that you recall to move from short term to long term memory. Which makes it more likely that you’ll be able to recall that information from memory again in the future. Henry L. Roediger and Andrew C. Butler say in their article about retrieval practice “A curious peculiarity of our memory is that things are impressed better by active than by passive repetition. I mean that in learning (by heart, for example), when we almost know the piece, it pays better to wait and recollect by an effort within, than to look at the book again. If we recover the words the former way, we shall probably know them the next time; if in the latter way, we shall likely need the book once more.”
Why is it important in the classroom?
If students simply just cram study right before a test they may be successful on the test or quiz but they won’t remember that information for very long beyond that quiz. Retrieval practice helps students to remember information far beyond the test or quiz. Retrieval practice can also be helpful in finding where students have gaps in their learning. After locating those gaps the teacher can then help fill those gaps so students can move on with confidence.
How can it be implemented in the classroom?
Some examples of how to use retrieval classroom from Washington University in St. Louis Center for Teaching and Learning are things such as:
1) Low-stakes Quizzes
These quizzes can be written in response, multiple choice, or any other desired testing format. Instant response questioning like Kahoot or socrative works well too. Student feedback can be immediate, from the instructor, or from peers.
When creating these quizzes you want to make sure and ask questions that are not too hard or too easy. You also want to make sure students know that these quizzes will not affect their grade, they are simply for practice.
2) Two Things Activity
Ask students to recall and write down two things they learned last class, within a unit, or any other desired time frame. Then either as a class, in pairs, or groups give feedback on how each student did.
3) Brain Dumps
Ask students to write down everything they know about a certain topic. The prompt given can be narrow or broad, depending on your learning goal. Afterwards if you want students can then compare and contrast their answers with peers in small groups, pairs or a full class discussion where you as the teacher can provide feedback.
Video’s:
Short (1:00)
Retrieval Practice (youtube.com)
Medium (10:00)
Long (30:00)
Sources:
Bertilsson, F., Stenlund, T., & Jonsson, B. (2020, November 20). Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?. Sage journals. https://journals.sagepub.com/doi/full/10.1177/1475725720973494
Ferlazzo, L. (2021, March 24). Ten ways to use retrieval practice in the classroom (opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-ten-ways-to-use-retrieval-practice-in-the-classroom/2021/02
Karpicke, J. (2017). 2.27 retrieval-based learning: A decade of progress - eric. Sage journals. https://files.eric.ed.gov/fulltext/ED599273.pdf
Moreira, B. F. T., Pinto, T. S. S., Starling, D. S. V., & Jaeger, A. (2019, January 22). Retrieval practice in classroom settings: A Review of Applied Research. Frontiers. https://www.frontiersin.org/articles/10.3389/feduc.2019.00005/full
Pastötter, B., & Bäuml, K.-H. T. (2014, March 18). Retrieval practice enhances new learning: The forward effect of testing. Frontiers. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2014.00286/full?ref=happiful-magazine
Roediger, H., & Butler, A. (2011). The critical role of retrieval practice in long-term retention. cell.com. https://www.cell.com/trends/cognitive-sciences/abstract/S1364-6613(10)00208-1
Storm, B. C., Bjork, R. A., & Storm, J. C. (2016, March 30). Optimizing retrieval as a learning event: When and why expanding retrieval practice enhances long-term retention - memory & cognition. SpringerLink. https://link.springer.com/article/10.3758/MC.38.2.244
Unleash the science of Learning – Retrieval Practice. Unleash Learning. (2023). https://www.retrievalpractice.org/
Spaced Practice
Spaced practice is a learning technique that involves spreading study or practice sessions over time, rather than cramming all at once. By revisiting material at regular intervals, learners strengthen their memory and understanding of the content. This method takes advantage of the spacing effect, a psychological phenomenon where information is more effectively retained when exposure is spaced out over time.
Example: Instead of studying for five hours the night before a test, a student might study for one hour a day over five days. This repeated exposure helps reinforce the material, making it easier to recall in the long term.
Spaced practice is especially effective for retaining knowledge and mastering complex topics because it encourages retrieval and strengthens neural connections, leading to more durable learning.