Retrieval Practice

Research has provided evidence that the most effective method for retaining information is:

• choral response.

• listening to a lecture and taking notes.

• re-reading material over and over.

• using retrieval practice to recall learning material.

Using low-stakes quizzing as practice:

• is best used as an assessment tool.

• is best used to practice and promote lasting learning.

• is not useful; students should be graded on all work.

• is best for helping students memorize material for course exams.

Retrieval is best practiced by:

• replacing classroom teaching with practice.

• cold-calling on students in the classroom.

• individual retrieval practice with exit tickets, quick-writes, etc.

• using flashcards and quickly flipping them over if you don't know the answer.

The value of retrieval practice is:

• to make learning effortful and challenging.

• to make learning require less effort for students.

• to help students cram for an exam.

• to transfer learning to students' short-term memories.

The more ____ the retrieval practice, the better it is for long-term learning.

• simple

• brief

• difficult

• quick

Some benefits of retrieval practice that make it more effective than memorization include:

• improving complex thinking.

• helping students organize knowledge.

• transferring knowledge to new concepts.

• All of these are benefits of retrieval practice.

When students retrieve information, they can identify gaps in their learning--what they know and what they don't know. This is called ____________.

Some methods that can be integrated into classroom instruction for retrieval practice include:

• erasable whiteboard practice.

• entrance and exit tickets.

• on-line or clicker-type games.

• All of these are ways for students to practice retrieving information.

Retrieval practice is most effective when:

• it is done right after a lesson.

• it is done a least 2 days after a lesson.

• when it is spaced out in 'relearning sessions'.

• when it is only done once so students don't get overloaded.

When students engage in retrieval practice, feedback is:

• essential.

• unnecessary.

• going to take up too much time.

• actually detrimental to student learning.