Retrieval Practice – Be Deliberate

Recently I read a post by Monica White discussing retrieval practice. If you are not familiar, retrieval practice is what it sounds like, recalling information rather than reading or hearing it. One of White’s comments struck me, “The shift from seeing retrieval practice as an assessment tool to seeing it as a pedological practice altered how I incorporated this strategy into my classroom and the overall purpose of it.”

Like many formative assessment strategies (or formative instructional practices), retrieval practice is a good instructional practice. When it becomes so integrated into classroom practice that it is difficult to separate it as either assessment or instruction, then teachers have moved to a way of being in the classroom that Lorna Earl talks about, assessment as learning.

Practice, of which there are many kinds, is a key element in a culture of learning. Retrieval practice is recalling a piece of information without having anything to help prompt you. Cognitive science research shows that when we try to remember something, that specific memory gets stronger. And the opposite applies as well. If we don’t have opportunities where we must try to remember something, that memory becomes weaker. Retrieval practice is a strategy teachers can use to give pupils opportunities to try and remember things they have previously learned; things they may have begun to forget. Any follow-up learning activity (quiz, exit ticket, bell work, etc.) that requires learners to recall prior knowledge makes the memory stronger and a little easier to find the next time.

According to Agarwal, Roediger, McDaniel and McDermott (2020), the more difficult the retrieval practice, the better it is for long-term learning. For instance, recalling an answer to a science question improves learning more than looking up the answer in a textbook. Struggling to learn, through the act of “practicing” what you know and recalling information, is much more effective than re-reading, taking notes, or listening to lectures. Retrieving information from memory strengthens the memory path and improves long-term retention. Actively recalling information helps identify gaps in knowledge and areas that need further study or review. Surprisingly, retrieval practice promotes the transfer of knowledge to different contexts or situations, enhancing understanding and application of the learned material.

When paired with other practice strategies (spacing and interleaving, for example), retrieval practice indicates teachers are being intentional with opportunities to practice and solidify learning. Feedback and reflection are important components of practice. Teachers and peers can provide specific, constructive feedback to students, highlighting areas of improvement and guiding them towards strategies to support their learning. Learners can then reflect and act on the feedback to make necessary adjustments and improve their learning outcomes. Sue Brookhart (2009) says, “learning can’t occur without practice.” Our culture values finding and using suggestions (feedback) to get better. And feedback without opportunities to use it is a waste of teacher and learner time.

Deliberate practice is purposeful and systemic. It means the quality of the practice matters as much as the quantity. It’s focused on improving performance. Daily practice matters, whether for building habits or specific skills. Skill building is confidence building and small successes are steppingstones to larger achievements. Think about the practice that your learners are currently involved in. Does it have these characteristics?

Resources

Agarwal, P.K., Roediger, H.L., McDaniel, M.A., and McDermott, K.B., (2020). RetrievalPracticeGuide.pdf

Carpenter, S.K., and Agarwal, P.K. (2020). - SpacingGuide.pdf (retrievalpractice.org)

Earl, L., (2003)., Assessment As Learning, Corwin Press