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Reinforce, Review, Rehearse, Retrieve - Coggle Diagram
Reinforce
Let students know whether they understand the facts, concepts, or procedures. Assessment. Providing a verbal or symbolic reward for academic performance. Offers encouragement.
BRIEF DESCRIPTION: -Allows for instructional intervention on clarifying misconceptions, especially important in pre/formative assessments
-Timely feedback is valuable, so that students may make timely adjustments and fix their mistakes before moving on
MY APPLICATION: TIMELY, THOUGHTFUL FEEDBACK
Review
REVIEW
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- Match the review to instruction and assessment.
- Check for accuracy of the memory.
-Give students the conditions to use higher-level thinking skills to analyze,
evaluate, and possibly create alternative ways to use the knowledge.
- Strengthen the existing networks.
- For high-stakes testing, practice similar questions under similar conditions.
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REVIEW: Presents the opportunity to retrieve information and manipulate it in working memory. Space them closely at first, then further apart.
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Without review, most information will be lost from memory.
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Rehearse
BRIEF DESCRIPTION
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· Elaborative = more useful for classrooms, as it promotes meaningful learning
Manipulating information in some way. Rote rehearsal, elaborative rehearsal. Multiple rehearsals are necessary. At least 24 practices to reach 80% proficiency. Information must be over learned. Try out their newfound learning—do something with it.
We remember better if we fully process new subject matter.
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Retrieve
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• set up prior to performance; rubrics used, and students are prepared - retrieval not usually an issue (unless they have performance anxiety)
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• independent, closed-notes assessments; students typically recall/utilize lower level of thinking
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• MC, Matching, T/F; typically used to assess isolated facts and concepts, though can be written to elicit higher levels of thinking
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• *Remember backwards design, utilize instructional validity to ensure that what is on the test matches items (and DOK levels on assessment)
- Are your students reflecting throughout the unit?
• *Ongoing student self-reflection as part of the assessment cycle (pre/formative/summative) allows students to make appropriate adjustments for future learning.
- Are you providing enough reinforcement?
• *Ensure that you (as the teacher) are providing TIMELy, RELEVANT feedback
- Are you varying your rehearsal strategies to meet diverse needs?
• *Build on student strengths to find rehearsal strategies that “stick” and are realistically implemented
- Are you spacing your reviews appropriately?
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- Reflect on your teaching experience.
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The ability to access long-term memories, bring them into working memory, solve problems. More successful when the context and the cues that were present when the material was first learned are the same as the context and cues that are present later when making an attempt to recall. Declarative memory.