Practice retrival

The art of remembering learning information

Julia Crawford

jcrawford@cognitioneducation.com

cognitioneducation.com

cognitioneducation.com

Memory

• Why don’t students remember from one year to another?
• What can teachers (we) do to support better memory?

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Retrieval Practice

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• Using your memory shapes your memory. Robert Bjork

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• Retrieval storage: how well information is embedded in our long term memory
• Retrieval strength: how easily a piece of information can be brought to mind when required.
• Procedural memory: a type of long term memory that we use on a daily basis, that does not require conscious recall.

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Part of a complex puzzle

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• Boost learning by pulling information out of students’ heads (e.g. quizzes, clickers and flashcards) rather than cramming info into students heads (e.g. lectures)

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Learning activities to support retrieval practice

Examples:

• Clickers (e.g. Kahoot), 3 question quizzes
• Do now and/or exit tickets
• Mini whiteboards

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• Use as a learning tool (not an assessment tool), low/no stakes, frequently, variety of strategies, encourage metacognition
• After the lesson, a few days or weeks later…

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Poster

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Rose? Thorn? Bud?

• Rose: What is one concept you've learned really well?
• Thorn: What is one concept that has been a challenge for you?
• Bud: What is one concept that has sparked new ideas?

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Quick and easy

• Highlighting, circling, colour coding
• A continuum
• Thumbs up/ thumbs down
• Two stars and a wish

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Quick and easy

• Traffic lights / smiley faces

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Another traffic light

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Growth mindset maths

• Helen Hindle (East London)
• Links to the Growth mind set (Carol Dweck) and Visible Learning (John Hattie)

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• Teaching without labelling mixed attainment teaching

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• The following slides are examples of self assessment/reflection tools that Helen has developed…

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My Favourite MISTAKES

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Means

I

Start

To

Acquire

Knowledge

Experience

Skills

A mistake that moved my learning on……

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One question I would like answered…

Two things I am not sure about yet….

Three things I understand well enough to explain to someone else…

Progress Pyramid

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Flash Forward

• Ask students to describe what they want to remember from todays lesson in a years time (or for the assessment)
• Use Flipgrid to get students to record their thought and submit to you

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Five words

• At the start and the end of a topic ask these two questions:

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• What are five words that come to mind when you think about [subject area or name of topic]?
• What is [subject area or name of topic]? Write a description in your own words.

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Collect in at the start (or use google classroom), save them, ask again, then return the sheets from the first day.

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4 more methods

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John Dunlosky

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Where to find resources

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Start Stop Keep

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