Ways To Do Retrieval Practice Correctly.

It is said that students need to practice the material and practice it correctly.  In the same vein, it is as important for students to carry out their retrieval practice correctly so today, I'm sharing seven ways you can integrate retrieval practice into your daily routine.  In addition, one can use these techniques for vocabulary, solving regular problems or word problems, or even prepare for the once a year high stakes practice.  

For students to learn the material so they retain it, they have have to get exposure to it.  I once hear they should be exposed to the material over time but that might be a bit before, a lot during, and some after so they do not forget it. Retrieval practice meets the this criteria especially if it is done over time.

So lets look at some ways we can incorporate different ways of retrieval practice into the daily routine.  If you only have one activity for this, students will get bored so its nice to mix things up.  So one of the easiest ways is to choose a low stakes quiz or test.  A quiz lets the students know what they know and don't know so they can help build their weak areas.  I often end up with students who freeze when they take practice quizzes, so I will sometimes give a low stakes quiz disguised as something else.  I'll create a bunch of problems and place them around the room with answers but not for that problem.  They have to search for the answer and if they find the answer, they do the problem associated with it.  If they can't find the answer, they ask for help. Sometimes, I throw a few problems in during warm-up, check the answers, and repeat the same quiz the next day so they can try again on problems they missed.  Other times, I'll give them a regular "quiz" and let them check their answers against the answers I have posted around.  I give credit for completing the quiz and making corrections.

The next retrieval activity is the brain dump.  In the brain dump, students are given a few minutes to write down everything they can think of in regard to a topic, a process, or a specific question.  This tests their knowledge because it helps generate knowledge while creating better long term retention.  The activity can take five minutes and can be done at any time during the lesson.  In fact, this makes a great activity for journaling in math. A brain dump can be done either individually or it could be done collaboratively between students.

Another possible activity is by having students use flashcards and the key word in this is to use.  In addition to having students make their own flashcards, they should pull them out and go through the information on a regular basis. They should verbalize as much information as they can remember before turning the cards over.

A technique that might be new to you is hexagonal thinking.  Hexagonal thinking combines retrieval with elaboration.  This technique uses hexagonal cards, papers, or google slides to explore how ideas or concepts are connected. Specifically, students might label hexagonal cards with words and arrange the cards next to each other that are related.  They would then attach arrows indicating the connecting spots and then students explain the connection in writing.  In math, students might be asked to look at the process of solving problems with algebraic fractions and show the connections to the rules used for solving problems with regular fractions.  I hope to cover this one in more detail later in the month.

Create concept maps on a regular basis since concept maps are a visual way for students to connect and articulate what they know about a certain concept or topic. The main topic is in the center box or circle and then connected to other topics via a line.  The connecting line might have a clarifying word on it such as type or operation, or whatever. Concept maps allow students to make rich meaningful connections.  

Of course, one can use the jigsaw method which helps students retrieve and process the information before teaching it to their peers. Begin by dividing students into small groups of four to six people.  Assign each student a small piece of the topic and give them time to look it up and research it so when they come back together, each person will teach the others their portion.  At the end of the activity, ask the group some tough questions or have the groups quiz each other.

Finally is the Think, Pair, Share Activity.  Ask students to individually list as many things as they can about a particular concept, topic, or type of problem. Once they've finished this, have them pair up and share their answers with each other. 

It is important to provide opportunities for students to practice retrieval so they move the information from short-term to long term memory.  Let me know what you think, I'd love to hear.  Have a great day.