I was motivated to learn more about Retrieval Practice by meeting recently Dr Efrat Furst, a neuroscientist and education researcher from Harvard University, on a visit to Sandringham where she spoke at ResearchEd St Albans
We have been working on neuroscience-informed learning strategies at Sandringham for a while, and indeed, the flashcards strategy advocated by our partner Dr Martijn van der Spoel and our Memory Clock both have Retrieval Practice ideas at their heart.
I had the following questions on Retrieval Practice:
- What exactly happens when we retrieve?
- What is the student doing?
- What does this involve?
- What are the benefits, direct and indirect?
The Learning Scientists have created an excellent Concept Map that explains the answers to these questions in a very visual way:
This sounds great. So how can I start using this in my lessons, in particular at this time of year when revision for year 11 and 13 is to the fore?
The Charted College of Teaching have produced a concise article on the answers to just these questions, and this is available as a free sample below.
To join the Chartered College for access to more great articles in their journal Impact, follow this link