Tag Archives: retrieval practice

Student contentrating on taking notes and reading books in the library

Getting the Details Just Right: Retrieval Practice

As we gear up for the start of a new school year, we’re probably hearing two words over and over: retrieval practice. That is: students have two basic options when they go back over the facts, concepts, and procedures they’ve



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“Seductive Details” meet “Retrieval Practice”: A Match Made in Cognitive Heaven

Here’s a common problem: your job today is to teach a boring topic. (You don’t think it’s boring, but your students always complain…) What’s a teacher to do? One plausible strategy: You might enliven this topic in some entertaining way. You’ve



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The Limitations of Retrieval Practice (Yes, You Read That Right)

Last week, I wrote that “upsides always have downsides.” That is: anything that teachers do to foster learning (in this way) might also hamper learning (in that way). We should always be looking for side effects. So, let me take



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How To Make Sure Homework Really Helps (a.k.a.: “Retrieval Practice Fails”)

Most research focuses narrowly on just a few questions. For instance: “Does mindful meditation help 5th grade students reduce anxiety?” “How many instructions overwhelm college students’ working memory?” “Do quizzes improve attention when students learn from online videos?” Very occasionally,



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Primary Students w Books

Getting the Order Just Right: When to “Generate,” When to “Retrieve”?

When teachers get advice from psychology and neuroscience, we start by getting individual bits of guidance. For instance… … mindful meditation reduces stress, or … growth mindset strategies (done the right way) can produce modest benefits, or … cell phones



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Let’s Get Practical: What Works Best in the Classroom?

At times, this blog explores big-picture hypotheticals — the “what if” questions that can inspire researchers and teachers. And, at times, we just want practical information. Teachers are busy folks. We simply want to know: what works? What really helps my



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To Grade or Not to Grade: Should Retrieval Practice Quizzes Be Scored? [Repost]

We’ve seen enough research on retrieval practice to know: it rocks. When students simply review material (review their notes; reread the chapter), that mental work doesn’t help them learn. However, when they try to remember (quiz themselves, use flashcards), this kind



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“Compared to What”: Is Retrieval Practice Really Better?

When teachers turn to brain research, we want to know: which way is better? Are handwritten notes better than laptop notes? Is cold-calling better than calling on students who raise their hands? Is it better to spread practice out over time,



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To Grade or Not to Grade: Should Retrieval Practice Quizzes Be Scored?

We’ve seen enough research on retrieval practice to know: it rocks. When students simply review material (review their notes; reread the chapter), that mental work doesn’t help them learn. However, when they try to remember (quiz themselves, use flashcards), this kind



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Retrieval Practice and Metacognition: What and How Do Students Think about This Powerful Learning Strategy?

Ask almost anyone in Learning and the Brain world, they’ll tell you: retrieval practice benefits students. More than most any other technique we have, this one both has lots of research support and can easily be integrated into our classrooms. (For a handy review



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