Retrieval Practice – How and Why?

Jonathan Firth's Memory & Metacognition Updates #36

Hello all!

When I wrote last week about the evidence behind retrieval practice, it occurred to me that although I’ve mentioned it a few times, I’ve never really done a deep dive into how and why to use this technique (at least, not as part of these updates).

Let me first say this: in my time working with student teachers, retrieval practice has been by far the easiest aspect of evidence-based practice to get across to my students.

It’s ultimately not that complex.

It’s easy to justify too. It can be seen as part of active learning, and complements popular formative strategies such as questioning.

Process and Classroom Tasks

Retrieval practice is about getting things out of a learner’s memory in order to consolidate that memory. The process will involve:

1. An initial opportunity to take in the new information e.g. via a teacher explanation or via reading (after all, they need to have encountered the information before they can retrieve it).

2. A practice task that prompts active retrieval.

3. In some cases, a cue/reminder to help the learner retrieve the info/answer.

That, basically, is it!

The key thing is that the learner needs to retrieve the information (or skill) from long-term memory. Anything open book will tend not to involve retrieval, and neither will repeating something back within a few seconds (this involves working memory, not long-term memory).

There are many practice tasks that could lead to retrieval. A few of the more obvious ones include:

• Short quizzes

• Guessing games of various kinds

• Group or class discussions (as long as the learner actually contributes)

• Closed book writing

• Gap-fill tasks

• Exit passes

• Whole-class questioning, e.g. with mini-whiteboards

Retrieval vs. Repetition

While retrieval practice is becoming quite widely accepted, it seems to me that there is still a strong emphasis on repetition among educators. I would see this as being in opposition to the benefits of retrieval.

Consider the work of Roediger & Karpicke (2006) that I shared last week. When assessed after a week, reading something twice (i.e. repetition) was much less helpful than reading it just once and then self-testing (i.e. retrieval).

This is the ‘why’ of retrieval practice. It reduces forgetting over the longer term.

In fact, I would say that the idea that repetition leads to learning is a misconception. It could even be seen as an educational myth.

I’m not denying that practice is important.

It is.

But some forms of practice are much more impactful than others. Retrieval practice, spaced practice, and practice which involves connecting ideas meaningfully to other knowledge (i.e. generative learning) are all good bets.

Short term repetitive practice, on the other hand – saying things over and over again – is like spinning a hamster wheel. It doesn’t get you anywhere.

I hope that was helpful! All the best for the week ahead,

Jonathan

Last week: Retrieval Practice Evidence

Website: www.jonathanfirth.co.uk

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