TEACHING STRATEGIES

Retrieval Practice in Action: Engage Students and Empower Their Learning Journey

2 July 2024/ By Zineb DJOUB

When we think about learning, we typically focus on how much information students understand and retain. Yet, despite our best efforts, students often forget or misremember what we taught within a few days. Therefore, to help students learn and retain information longer, we should focus more on getting information out of their heads, using retrieval practice. This strategy transforms learning by actively engaging their memory. In this blog post, we’ll dive into the science behind retrieval practice and suggest practical ways to implement it effectively to improve learning.

What is retrieval practice?

Retrieval practice is a strategy in which a learner recalls information without having direct access to course material. So, it’s a way to pull his knowledge out, examine what he knows, and identify learning gaps.

Retrieval practice is also known in the literature as “testing-enhanced learning” or the “testing effect”. This is because studies investigating the impact of this strategy on learning used testing as a form of retrieval of information from memory.

However, researchers emphasized that retrieval practice should be used as a learning strategy rather than an assessment tool (Agarwal et al., 2020).

Though it can help teachers and students track learning progress, it shouldn’t be used as a grading tool.

The focus should be on learning by recalling information and elaborating and engaging in higher-order thinking (evaluating, synthesizing, applying).

An example of a real-world application of retrieval practice in the classroom is Dr. Pooja K. Agarwal’s research, which aimed to examine the effectiveness of retrieval practice in middle school science classes through frequent low-stakes quizzing.

Students were taught new science content through traditional instructional methods, including lectures and readings.

At the beginning of each class session, they took short quizzes covering material from previous lessons. These quizzes included a mix of question types, such as multiple-choice and short-answer questions.

After each quiz, teachers provided immediate feedback, discussing the correct answers and explaining any concepts that students found challenging.

Why use retrieval practice?

Retrieval practice is considered the most effective evidence-based learning strategy. It was demonstrated to be effective for learners across ages and learning materials.

Empirical evidence suggests that the strategy makes learning sticks far better than reexposure to the original material does. It has long-term benefits. Unlike cramming, where much forgetting occurs, retrieval practice strengthens retention.

Karpicke and Blunt (2011) found that retrieval practice led to better retention and understanding than concept mapping and rereading.

It was also shown that the act of retrieving a memory makes it easier to retrieve again later. This is so since retrieval practice activates the hippocampus, a critical brain region for memory consolidation.

The act of retrieving knowledge from memory has the effect of making that knowledge easier to call up again in the future (Brown et al. 2014, p.28).

In the retrieval example provided above, Agarwal et al. (2020) found that when retrieval practice is used as a means for learning, it increases understanding, improves retention, enhances knowledge organization and transfer, and boosts critical thinking.

Further, feedback is a necessary component of retrieval practice. After each retrieval practice, students should know whether they got something correct or incorrect.

So, retrieval practice can help raise students’ awareness of what they know and don’t know (metacognition).

Keys to effective retrieval practice

Effortful retrieval: Research has shown that when more cognitive effort is required for retrieval, greater retention results (Roediger & Butler, 2011). The greater effort required by the delayed recall solidified the memory better (Brown et al. 2014).

So, when students work harder to recall the information, they’re more likely to remember it in the future.

Therefore, for better retention and learning, we need to opt for retrieval activities that require more cognitive efforts such as quizzes, including open-ended questions and short-answer formats.

Also, spacing out retrieval practice sessions over time and varying the type of questions or problems during practice sessions can encourage more effortful retrieval.

Spaced repetitions: To be more effective, retrieval practice must be repeated again and again in spaced-out sessions. Spacing retrieval practice allows for some forgetting to occur between tests/quizzes, which leads to stronger long-term retention.

Therefore, to reinforce learning over time, it’s necessary to implement regular, spaced quizzes, homework, and review sessions to revisit old material periodically throughout the course.

Repetitions, along with continuous corrective feedback and reinforcement, ensure that misconceptions are addressed and learning progresses.

Positive feedback: Retrieval practice is meant to enhance learning without causing anxiety or demotivating students. It’s important to make retrieval activities low or no stakes to avoid penalizing mistakes/errors and reward practice/effort over accuracy.

So, the focus must be on providing positive feedback that reinforces correct knowledge, improves retention, and motivates students.

In addition, feedback opportunities should vary and engage students. Incorporating peer feedback opportunities and allowing time for students to provide feedback to themselves through self-reflection can be a great tool for learning from their mistakes and progress.

To make retrieval practice more engaging and interactive, we can incorporate educational technologies and tools, such as Kahoot and Quizlet that provide instant positive feedback.

Retrieval activities for students

Besides using regular, low-stakes quizzes such as multiple-choice, short-answer, or true/false formats, here are some retrieval activities you can incorporate to boost learning.

Yet, be sure to involve all students in these activities and use a variety of retrieval practice questions and prompts, which require not only recalling concepts but also applying, evaluating, and creating content.

# Think Pair Share

After asking your question, students work independently for a few minutes to create their own answers. Next, they work in pairs to share their answers. Then proceed to a class discussion.

# Exit tickets

At the end of the lesson, give students exit tickets to complete. These can include questions about the content learned in class or tasks to encourage them to remember the previous lesson. Don’t forget to devote time to feedback. To learn more about Exit Tickets, you can check these engaging ones here.

# Flashcards/Quizlet

Students generate their own flashcards either individually or in groups. They can write their questions on one side and answers on the other side, then exchange flashcards with other students/groups and get feedback.

# Brain dump

At the beginning or end of the lesson, give students time (3-5 minutes) to write down everything they remember about a topic without referring to their notes. Then, they can partner up and reflect on their answers.

# Brain, Book, Buddy

Students complete a table of three columns. In the first (Brain) they add as much information as they can retrieve about a topic. In the second column (Book), they consult their book (or notes) to see what details they can add. For the third column (Buddy) they share with a classmate, adding further information.

# Graphic organizers

Students, individually or in small groups, brainstorm ideas and then draw a diagram that represents their understanding of a concept. You can provide the graphic shape. Allow them time for students to discuss their ideas and exchange feedback.

# Stations

Set up several “stations” around the room, with 1-2 questions at each. Students can visit each station in pairs or groups of three.

Encourage them to read the question and consider their own response before engaging in a discussion with their partner(s). After reaching consensus, students double-check their answers before proceeding to the next station.

Retrieval practice is a powerful strategy that enhances learning by actively engaging students in recalling and reflecting on what they’ve learned. Implementing retrieval practice effectively involves using challenging tasks, spaced repetition, and positive feedback.

By incorporating a variety of activities, you can engage all students in retrieval practice and foster a deeper, more lasting understanding of the subject. So, why not give it a try?

References

Agarwal, P. K., & Bain, P. M. (2019). Powerful Teaching: Unleash the science of learning. Wiley. Kindle Edition.

Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2020). How to use retrieval practice to improve learning. Retrieved Practice. Retrieved from:  https://pdf.retrievalpractice.org/RetrievalPracticeGuide.pdf

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.

Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.