To help our pupils learn, we need to consider an important question: how can we ensure that information is transferred to long-term memory and stays there? A number of experiments following Hermann Ebbinghaus’ study on memory and forgetting in the late 19th century have found that new learning is very quickly forgotten. Therefore, a central challenge to improving the way we learn is in finding a way to interrupt the process of forgetting.
Retrieval describes the process of bringing something to the front of your mind, from your long-term memory into your working memory for active processing. Imagine racking your brain, trying to remember the answer to a question that you are sure you know. It is this process of thinking hard to try and recall information that strengthens memory and learning. In the classroom, retrieval practice most commonly takes the form of low-stakes testing as a way to review previously learned material. If we do this regularly, we can effectively interrupt th
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Live marking in a secondary English classroom
When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning
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retrieval such as peer discussion and quizzes are useful suggestions for assessment and learning. Important to consider elaboration too for linking concepts.
Nice little summary to get the key ideas across. Thank you
A great use of IT to make assessment simple and to incorporate retrieval practices into lessons. A clear and simple explanation of how this practice has impact
A very good idea 😊
This has been very informative and will aid me when planning future lessons in the classroom!
Highly relevant; well and simply explained to give clear idea what ‘retrieval’ can look like and how it can be easily embedded into T&L practice.