1. Article: The Critical Importance of Retrieval for Learning - Jeffrey D Kapricke and Henry L Roediger
1.1. Roediger asked: How do we measure Learning?
1.1.1. Tests
1.1.2. Quiz
1.1.3. Exams
1.1.4. SAT's
1.2. Roediger conducted an experiment: Multitrial Free Recall
1.2.1. Asked the question: What activity do students do when they are learning/revising?
1.2.1.1. Read and re-read
1.2.1.2. Highlight facts/text
1.2.1.3. Lists of words - recall the words
1.2.1.4. Flash Cards
1.2.1.4.1. Dropping the item once learnt
1.2.2. Wheeler & Roediger 1992
1.2.3. Multitrial Free Recall
1.2.3.1. The group that was tested the most did better than the group that had more study time and no tests.
1.2.3.1.1. Conclusion - Continual retrieval/testing enables students to learn more efficiently
2. What does Retrieval Practice mean?
2.1. The Process of retrieving information from memory helps to consolidate it.
2.1.1. "The assumption that testing represents a neutral event that merely measures learning"
2.1.2. "Learning occurs when people study"
2.2. TESTING
2.3. Ten Benefits of Testing and their application to educational practice
2.3.1. 1. Retrieval aids later retention
2.3.2. 2. Testing identifies gaps in knowledge
2.3.3. 3. Causes students to learn more from the next learning episode
2.3.4. 4. Testing produces better organisation of knowledge
2.3.5. 5. Improves transfer of knowledge to new contexts
2.3.6. 6. Facilitates retrieval of information that was not tested
2.3.7. 7. Improves metacognotive monitoring
2.3.8. 8. Prevents interference from previous material when learning new material
2.3.9. 9. Provides feedback to instructors
2.3.10. 10. Encourages students to study
3. Video - YouTube - Roediger speaking at The University of Montana.
3.1. "Can we make learning more efficient?"
3.2. "What makes it better for retention, increased study or increased testing?"
3.3. "Desirable difficulties - often conditions that make learning slower and more difficult enhance later retention"
3.4. " Testing of memory not only assesses what we know, but changes it"
3.5. "The act of retrieval makes something more memorable"
4. RECOMMENDATIONS
4.1. Recommendations for students
4.1.1. "Use retrieval practice as a study strategy - space out your retrievals and continue well past the point that you can first retrieve the material"
4.2. Recommendations for Teachers
4.2.1. "Use constant assessnent in your classrooms. Students study more, monitor their knowledge better, learn more and retain more for the long term"
5. Prospective Memory
5.1. Is a form of memory that involves remembering to perform a planned action or recall a planned intention at some furture point in time i.e. putting the toothpaste cap back on/ taking medication
6. My thoughts, opinions and responses
6.1. Growth Mindset
6.2. Motivation to learn
6.3. Things that could be harmful to children's performance
6.3.1. Data walls, class performance charts,
6.4. Positive impacts on testing
6.4.1. Peer or instructor comments
6.4.1.1. Questions like - tell me more about what you mean/your work.
6.5. Practice, practice, practice!
6.6. Retrieval must be a positive thing or it can become demotivating
6.7. Retrival activities
6.7.1. Continuous provision
6.7.2. Q & A with children
6.7.3. Promoting questioning between peers
6.7.4. Practicing reading, writing & maths is a retieval activity
6.7.5. Using conversations to learn
6.7.5.1. Commonalities/common ground
6.8. Many teachers feel that standadised tests (SATs) stifles creativity and takes time away that could be better used teaching.
6.8.1. Roedigers studies indicate that the demands that testing places on recall significantly enhance learning compared to untested situations.
6.9. Formative testing is key - immediate feedback highlighting strengths and weakness.
6.9.1. Summative testing offers NO opportunity for a student to improve
7. Article - What does research say about testing? - Carly Berwick
7.1. Active Learning Strategies
7.2. " Retrieval practice can be as simple as asking students to write down two to four facts from the prior day or giving them a brief quiz on a previous class lesson"
7.3. "Administered up to 3 ties before a final summative test to be more effective"
7.4. "short, low stakes tests also help teachers gauge how well students understand the material and what they need to reteach"
7.5. "children do well when given multiple chances to learn and improve - and when they're encouraged to believe that they can"
8. SPACING & RETRIEVAL
8.1. It is important to space out the learning sessions and retrieval sessions
8.2. 3 - 4 "tests" (uses of the learned information without recourse to reference material) to each study session (learning of new information) may be most effective
8.3. Pre- test/learning time/ post learning test/ learning activity/review test
8.3.1. Retrieval/testing can be: playing a game, writing, making a quiz for peers i.e. a spelling test, Q & A, researching something and making notes
8.4. RETRIEVAL IS PART OF ACTIVE LEARNING!
9. Transfer Appropriate Processing
9.1. The more the processes used in retrieval matched those used in encoding, the better memory performance would be - this is called Transfer Appropriate Processing
9.2. Encoding - Learning Something
9.3. Retrieval - Remembering something or how to do a task
9.4. Roediger showed it was the overlap between the conditions in which learning and remembering occurred that aided memory and a positive outcome to a task
9.5. The overlap in brain activity between encoding and retrieval facilitates memory performance
9.6. Un-intentional learning - driven by BOTTOM UP process
9.6.1. Reading a word
9.6.1.1. Better recalled in a bottom up test e.g. completeing a word fragment
9.7. Intentional learning - driven by TOP DOWN process
9.7.1. Using existing concepts to make sense of a stimulus e.g. spelling test
9.7.1.1. Generating a mental image e.g. a list of words/facts/dates