Instead, we’re moving towards a system where we remove the revision lesson and replace it with frequent opportunities for retrieval practice built in to the main sequence of lessons. Back in the 1880s, when Hermann Ebbinghaus measured the rate that information is lost after initially learning it, the conclusions were clear: everybody forgets things unless they revisit that information regularly. This will cover a combination of evidence and experience, both of which Kate believes need to be combined to successfully implement and embed retrieval practice in the classroom. Will also be used as a challenging activity for students to generate their own questions and answers.

Be fair and allow one repeat, but students can’t repeat the same thing as the person that spoke before them.Let's take it to the next level with templatesyou can download, adapt, and create for your own classroom!

The problem with adding in these silly options is that they distract children from what you actually want them to remember (that “there were no more worlds to conquer”). This TILE talk was dedicated to retrieval practice and how to implement that strategy in classroom teaching.This is great - been looking at all your ideas for retrieval practice and incorporating them into my Religious Studies lessons. Head of department, classroom teacher and award-winning educational speaker and author Kate Jones breaks down arguably the most popular area of cognitive psychology in education: Retrieval Practice. We’ve also got lots more advice for teachers about the benefits of retrieval practice and how to implement this effective learning strategy. What really separates this book from most that we have read in this area, is how practical and useful it is. Challenge learners’ knowledge security by presenting facts from another dimension and asking them to compare these to ours, stating what the equivalent is in our dimension.