Issue 2 - Impact - The Science of Learning Retrieval Practice CPD Pack Issue 2 - Impact - The Science of Learning

This issue of Impact is edited by Professor Sarah-Jayne Blakemore and shares classroom insights from neuroscience and cognitive psychology. The materials that follow are related to ‘Optimising learning using retrieval practice’ written by Dr Megan Sumeracki, Cognitive psych professor at Rhode Island College and Dr Yana Weinstein, Assistant Professor at University of Massachusetts and co-founder of 'Learning Scientists'. The materials will provide an opportunity to deepen your understanding of retrieval practice. You’ll engage critically with research about retrieval practice, and you’ll consider the implications for teaching & learning within your context.

Session aims 1.Develop an understanding of retrieval practice 2.Engage critically with research about retrieval practice 3. Consider implications for teaching and learning

Discussion points Which strategies have you used in the past when revising for a test? How often do pupils forget or fail to learn what you have taught them? Which strategies do they use to help themselves remember? What do you think are the best ways to aid recall of information?

Retrieval Practice Read the Impact article ‘Optimising learning using retrieval practice’ by Megan Sumeracki and Yana Weinstein. Discuss in a pair/group: What is the evidence that practising retrieval is more effective than other methods? Do you find this evidence convincing? How easy/difficult should recall be for pupils in order to benefit learning most effectively? Does the timing/position of retrieval practice within the lesson matter? Does the question format matter?

Why does retrieval practice work? What reasons might there be for why retrieval practice helps learning? Can you think of an example of when have you found this to be true? Can you think of an example of when this hasn’t worked? Why might this have been?

Exploring further... What other evidence is there to support the idea that retrieval practice is an effective learning strategy? What else can you learn about the principles of retrieval practice to help it be transferred effectively into classroom practice?

Exploring further... In pairs, explore research in this area in one of the following ways, and then feedback your key findings to another group. If you have access to the Chartered College EBSCO education research database, use this database to search for articles and research papers on retrieval practice and choose one to read together. Explore one of the websites or further reading recommendations from the final slides of this presentation. Read one of the other articles on retrieval practice from Impact; there are articles in the interim issue, issue 1 and issue 2.

Key points (a video):

Key points: Many pupils use re-reading as a key strategy for learning, but retrieval practice has been shown to be more effective. Retrieval practice helps learning of a range of different types of content and in a range of settings. Retrieval practice is most effective when repeated – provide opportunities for pupils to recall information within the lesson but also during subsequent lessons in the following days and weeks.

Types of retrieval practice: Quick quizzes Testing – multiple choice, short answers, long answers Comprehension activities Flash cards Think - pair – share Question maps Which would work best in your lessons? Are there other methods? Can technology help?

Implementation Consider a lesson or unit that you will be teaching within the next few days How could opportunities for retrieval practice be built into this lesson/unit? How will you know whether this has been effective?

Reflection To what extent do we use retrieval practice as a learning tool, rather than as an assessment method? How might this affect pupil, parent and teacher views of testing? What can I take from this session that will help me enable pupils to learn and remember more of what I teach them?

Useful websites/online resources https://www.youtube.com/watch?v=Pjrqc6UMDKM&feature=youtu.be (This is a video of the article’s authors explaining retrieval practice for a student audience) https://www.retrievalpractice.org/ http://www.learningscientists.org/blog/2016/6/23-1 http://www.apa.org/science/about/psa/2016/06/learning-memory.aspx https://www.cultofpedagogy.com/retrieval-practice/

Further reading (unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https://members.chartered.college/ebsco) Karpicke, J.D., Blunt, J.R. and Smith, M.A., 2016. Retrieval-Based Learning: Positive Effects of Retrieval Practice in Elementary School Children. Frontiers in psychology, 7. (Accessible at https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00350/full Hopkins, R.F., Lyle, K.B., Hieb, J.L. and Ralston, P.A., 2016. Spaced Retrieval Practice Increases College Students’ Short-and Long-Term Retention of Mathematics Knowledge. Educational Psychology Review, 28(4), pp.853-873. (Accessible on Chartered College EBSCO database) Agarwal, P.K., Bain, P.M. and Chamberlain, R.W., 2012. The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), pp.437-448. (Accessible on Chartered College EBSCO database)