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Retrieval Practice - Coggle Diagram
Retrieval Practice
When using use this checklist provided in the reading
Use retrieval practice as a learning strategy, not an
assessment tool.
Make retrieval practice low-stakes or no-stakes (i.e., not for
a grade), to reduce anxiety and encourage trial-and-error.
Provide retrieval practice frequently, as often as possible.
Practice makes perfect!
Provide retrieval practice after a lesson is complete,
perhaps even a few days or weeks later. Space it out.
Use a variety of strategies to implement frequent retrieval practice (ex) clickers, index cards, bell work, quick writing prompts etc.
Use retrieval practice with a variety of students, subject
areas (science, history, etc.), and grade levels.
Encourage metacognition by giving students feedback.
Reassure students that challenging learning (via retrieval
practice) is a good thing!
Examine your existing teaching strategies – do they focus on getting information “in” or “out” of students’ minds? Are students being challenged, or is learning easy and “fluent?”
Use a variety of question types: fact-based, conceptual,
and higher order/transfer
Subject Areas
Science
Math
History
Vocab/English
Foreign Language
How to Implement Retrieval Practice
Quizzes
Flashcards
Short questions after class(TOD's)
Dry Erase Boards
Improvements from just memorization
Improves students’ complex thinking and application skills
Improves students’ organization of knowledge
Improves students’ transfer of knowledge to new concepts