Source:
Gonzalez, J. (2017, September 24). Retrieval practice: The most powerful learning strategy you're not using. [weblog]. Retrieved from: https://www.cultofpedagogy.com/retrieval-practice/
What is Sacred:
Retrieval practice is just the art of recalling information without having it in front of you (like rote memorization via flashcards). That is not what is sacred.
What is sacred is that research backs up retrieval practice as the best practice over other study methods like review lectures, study guides and (my favorite) re-reading.
Connections to Current/Future Work:
My practicum students that are in the semester before their student teaching are really preparing their reflections on their lesson to answer the following questions:
- what did your students learn?
- how do you know?
Taken in a traditional context, these questions put out an expectation that every lesson will end with some kind of formal assessment (read paper and pencil quiz of all key points with grades being the measure for success).
I don't blame my students for thinking that way. They do not know what they do not know. I, however, would like them to look for other ways to measure learning that do not involve points or grades:
low stakes testing (like Kahoot)
think pair share
brain dumps (like KWL or exit passes)
The caution is that retrieval practice is not assessment, but what I think it will do is give space for my students to observe the learning and reflect on it without relying on assessment as we know it.
It also encourages them to give their students space to practice which is what I am always trying to get my students to do more of. I call this grapple time but retrieval practice is another part of the class period when they can grapple with content by retrieving (and thus owning) their knowledge.
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