Don’t make questions on flash cards too ambitious. I am not implying that flash cards questions should be easy, but a long essay style question is obviously not suitable. Extended questions should be used for practice essays or essay planning; flash cards should be used as one method, not the only method of revision. Keep flash cards concise and clear. Instead, we’re replacing these with powerful teaching strategies such as frequent retrieval practice and low-stakes quizzing on core material.

The Science of Learning: 99 Studies That Every Teacher Needs to Know, by Bradley Busch & Edward Watson

This, of course, is what we are aiming for in what we teach. And based on what we know about how memory works, we think that the testing effect is an indispensable tool to achieve it. This is great - been looking at all your ideas for retrieval practice and incorporating them into my Religious Studies lessons. Keynote speaker: I have presented at various high profile events across the UK and. Events in the UAE include a keynote presentation at the UAE University focusing on innovation across the curriculum and I am delighted to be the keynote speaker at the Abu Dhabi Teaching and Learning Conference in February 2020. I have also presented at Qatar, Sri Lanka, Thailand and Hong Kong with upcoming presentations in The Netherlands and Kuala Lumpur. Retrieval Grids include spacing: Students are challenged to retrieve the concept or answer to a question. Each box is color coded for the time when students first learned or encoded the concept: concepts from the last lesson are in blue, last week in red, two weeks ago in green, etc. Space it out!

We’ve also got lots more advice for teachers about the benefits of retrieval practice and how to implement this effective learning strategy. Read Kate Jones’ book If teachers feel they do not have time for retrieval practice in their lessons I would encourage them to think very carefully about the structure of their lessons. Is there anything that could be removed and replaced with retrieval practice? For example, the plenary task was often used at the end of a lesson to find out what students had learned in that lesson but now we have a greater awareness of the difference between performance and learning. Learning takes time. An option would be to take the plenary task from one lesson and use it in the future as a retrieval task once some forgetting has taken place. It might seem difficult fitting retrieval practice into lessons and a tightly planned curriculum but it is certainly worth it. Myth number 5: “Why do students need to be able to recall information when we have Google?” This book is a one-stop shop for all things Retrieval Practice. Kate Jones covers seminal research in a clear way and uses her experience in the classroom to illustrate how to translate it into practice. Anyone interested in Teaching & Learning will benefit from this book, which covers important areas linked to memory such as Spacing, Interleaving, and Dual Coding. Our job is to interrupt this forgetting, by using effective strategies to prompt children to retrieve information from memory. Embed multiple-choice quizzes into your classroom practice Teacher and author Kate Jones explains how to use her retrieval practice challenge grid at the start of your lesson...By the end of the week, the retrieval strength of your hotel room number will have increased, by regularly having to recall it. However, the storage strength is likely to remain low; you probably won’t be able to recall it in a year or two. Psychologists (and teachers!) have known for a long time that a little bit of stress is a good thing in terms of student performance. However, too much stress can be debilitating and hinders performance.