The difference between these definitions is that the latter still centralises retention in long term memory, but in adding transfer, this rouses the creation of connections and developing a flexibility in one's knowledge. So, using the Henry VIII example, if we learned something of him and his wives, rather than just being able to recall his life and their stories, transfer allows us to be able to say something about other men and their wives. There is this flexibility, and making of connections between one's life, between one's world, that is possible by adding in 'transfer' to the definition. In particular, if one only attaches Henry VIII and his wives to their schema for history, then it is only until someone mentions Henry VIII or a related cue that this knowledge will be triggered. But if we transfer, and abstract out features which we can generalise to other settings: men who cheat, monarchs during the Tudor period, the founder of the Church that you visit every Sunday, etc. Then in that case, we are folding that knowledge of Henry VIII into diverse cues, and we are also building a deeper understanding than typical retrieval activities alone initiate. We are creating broader connections outwith the material, and we are letting our knowledge of history seep through the rest of our lives and through other schema. In her definition of its application, Kate tells us that for retrieval practice, ' The main aspect to remember is that this means no notes, textbooks or support is permitted as it prevents retrieval from taking place.' The activities in ' Chapter 2: Retrieval practice in the classroom' are an extension of that definition. Damian Benney– Optimal time for spacing gaps and Retrieval practice, retrieval roulette, schema, spacing, and even a nod to Rosenshine. Retrieval practice may appear to be the latest buzzword in mainstream education – but in fact it is a very powerful learning strategy. Clearly, understanding is technically distinct from learning. But retrieval practice exercises might implicitly assume that understanding has taken place. In a later point in his book, Willingham distinguishes between shallow knowledge and deep knowledge:

Science of Learning: Research into practice – Retrieval Practice. The five things you need to know. Using your memory, shapes your memory' - this is a great description of retrieval from the distinguished and well-respected professor of psychology, Robert Bjork. The retrieval process cements the information in the long-term memory, which should enable to information to become easier to retrieve in the future. Retrieval practice focuses on recalling information from memory as a powerful learning tool, not an assessment tool. Therefore, it is regarded as essential classroom practice to support learning with the regular practice of retrieval.' All of the links to templates I have shared below are free. The majority of the resources below are taken from my book but are very self-explanatory and can be adapted and used across all subjects and age ranges. Infographic created by https://www.impact.wales/ What is retrieval practice, then? Kate Jones sets the question by providing an example of her own life: Effective strategies study guide– a booklet I created for students and parents about different study strategies including retrieval practice. I have removed school branding so feel free to share and distribute at your school freely. Blog postsI have also been interviewed on podcasts to discuss retrieval practice you can listen to my latest interview with Inside the Classroom – Retrieval Practice with Kate Jones. Online courses & webinars

Seneca Learn has a free online course about retrieval practice based on my book. You can sign up to complete this course and find out more here. Quizizz– my recent blog post explaining why I think this is the best digital tool for online retrieval practice. Tom Johnson science teacher and senior leader ( he also featured in my retrieval practice book as a case study) –An example from my own life might illustrate a little better where I see the limitations of a misuse of retrieval practice. I am currently learning the very basics of music theory: accidentals, key signatures, scales, the circle of fifths and other Grade 1 things. If I just used retrieval practice, using Brain dumps or Cops and Robbers, none of those activities are encouraging me to think about connections to either my prior knowledge, connections within music theory or to other domains. When I incorporate this transfer definition of learning, I am encouraged to then think about when I went to London and saw the pianist Helene Grimaud in concert, and begin wondering what key signatures she must have been using or in what dynamic she was striking the keys. Similarly, retrieval practice (in its typical form) does not encourage me to think of connections for pp (which means pianissimo (very quiet) in music theory). If I choose to look for connections, within the confines of music theory or outside, I might think, 'Oh, like in the movie ' A Quiet Place', that must have been set in pp!' etc. As can be noticed, this searching for connections is still retrieval (I have no notes in front of me). I am not a teacher, but playing a modified game of Cops and Robbers, as Cops and Robbers and Suspects, where suspects are those connections which each student can uniquely bring to their learning, could help easily facilitate those connections. This allows students to be encouraged to, when studying Henry VIII, to then seek connections between him and their own lives. Another definition of learning from Sonke Ahren's ' How to take Smart Notes' indicates my point: Blake Harvard is an American educator that has written a series of blogs about evidence-informed learning. His retrieval posts can be found here. My podcast isn’t entirely dedicated to retrieval practice but there are episodes I have spoken about this – Love To Teach podcast. Even in Daniel Willingham's, ' Why Don't Students Like School?, he gives a definition of understanding that is ostensibly at odds with some forms of retrieval practice: Retrieval Practice: Research and Resources for every classroom is a very practical book written by a teacher in the classroom for teachers and leaders in schools. This book combines educational research with examples of how retrieval practice can work inside and outside of the classroom.