Exploring Retrieval Practice for Students

Retrieval practice is part of each of the strategies outlined in prior modules. It requires you to actively bring information back to mind from your long-term memory.


Learning Outcomes

After completing this module, you will be able to demonstrate the following:

  1. Explain the principle of retrieval practice
  2. Describe how retrieval practice improves learning
  3. Identify the barriers to using retrieval practice
  4. Demonstrate how to use interactive learning tools to support retrieval practice

Understanding Retrieval Practice

Retrieval practice involves actively and purposefully recalling information from memory. When you work at recalling information you connect pieces of information together, like a path across the brain. Each time you attempt to recall that piece of information, the connections grow stronger and more connections are made, enabling you to recall the information faster and with greater ease. Deliberate retrieval practice thus makes it easier for you to draw upon connections and apply your knowledge in future situations. In turn, this promotes deep, durable, and transferable learning.

Retrieval can be practiced when you complete your homework, quiz or self-test yourself, or try to recall information from memory.

Retrieval practice includes answering homework questions without checking notes, quizzing with flashcards, completing practice tests or quizzes, and writing or drawing everything you can recall from memory.

Click here for an accessible version of the above image: How to Practice Retrieval.pdf


Retrieval Practice - Video

The following two minute video is an introduction to retrieval practice. It explores what retrieval practice is and how it can support you in your learning. You can find this video at the following link Tactic 6: Retrieval Practice Video

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Retrieval Practice - Video Transcript

 INTRODUCTION  SCREEN [Music] – Retrieval Practice

 Student 1:

I don’t get it. I studied all week. But when I got into the test, I couldn’t remember anything.

 Student 2:

How did you study?

 Student 1:

I read through my notes over and over. [sighs] I thought I had everything memorized.

 Student 2:

You should try using retrieval practice.

 Student 1:

What’s retrieval practice?

 Student 2:

Retrieval practice is when you try to recall something from memory on purpose, like you needed to do on the test. It’s actually really easy, you just quiz yourself. You can use flashcards. Or answer homework questions or practice tests without looking at your notes.

Student 1:

But how will that help? What if I don’t remember anything?

 Student 2:

Retrieval practice helps you by strengthening the connections between information in your brain. The more you do it, the stronger those connections become, and the more connections are made. It’s like how if you walk through the woods in the same spot over and over you eventually clear a path! When you answer questions or try to remember something, your brain needs to pull that information from your long-term memory. It’s exactly what your brain has to do when you’re writing a test, but it has to practice first.

 Student 2:

And it’s okay if you don’t remember much in the beginning. That just means that you haven’t learned the information deep down yet. Keep working at it. Correct your mistakes, add any missed information, and try again. The more you do it, the more you’ll remember and you will remember it faster and more easily…

 [Time has passed and the students have written another test]

 Student 2:

So? How’d it go?

 Student 1:

I did what you said. I completed the homework without looking at my notes. In the beginning, it was awful, I kept making so many mistakes. But then, a few days before the test, I started getting more and more questions right. I’m feeling really good about that test!

 Student 2:

You too can use retrieval practice to better prepare for your tests. Try it today, using the tools in this course.

 END SCREEN [Music] – This project was made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Created by Durham College.


Retrieval Practice - Infographic

This infographic will help you to understand how you can use retrieval practice to enhance your learning:

Retrieval Practice Infographic.pdf

Attribution- Creative Commons-NonCommercial-NoDerivs by The Learning Scientists


Barriers to Retrieval Practice

Within this section we explore some roadblocks that can prevent you from engaging in this particularly learning technique.

Resistance to Using Retrieval Practice

Challenges You May Face Using Retrieval Practice


Customizable Tools to Support Retrieval Practice

These tools have been designed to be customizable by your professor. Furthermore, they can be embedded directly into your course content.

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Flip Cards

Flip cards can be an effective tool for you to self-test your learning. You may already use flip cards or flashcards in your studying, but may not know how to use them effectively for retrieval practice. 

Flip Cards Exemplar

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Front Top Header Front Content Back Top Header Back Content

Question

What learning strategy encourages low-stakes quizzing to enhance and accelerate retention of information?

Answer

Retrieval Practice

Question

How does retrieval practice enhance learning?

Answer

Practicing retrieval builds and strengthens connections between information in the brain.

Question

Which processing system is represented by this image?

A camera

Answer

The non-verbal processing system

Settings

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  1. Randomize the flip cards when the page is loaded or refreshed by the learner? Type y for yes or n for no.  y

    Tips for Using Flip Cards

    • Answer the questions either verbally or in writing before you flip the card to check your answer. By consciously answering the question, you will recall information rather than merely recognize the answer.

    2

    Multiple Choice Questions

    Multiple choice questions are a quick and simple way to assess learning and provide prompt feedback to you. With multiple choice questions, you select one correct option from a list of possible answers.

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    Question 1 text: What is retrieval practice?

    feedback: Retrieval practice involves using low-stakes quizzes and other recall activities to enhance and accelerate the retention of information.

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    4. Panel Title? Type the title of the panel. Multiple Choice Quiz Tool Exemplar

    3

    Reorder Activity Questions

    Reorder activities require you to recall a specific sequence of events. These types of questions can be useful for recalling timelines of past events or the order of a procedure.  

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    Question 1 text: In what order were the science of learning principles presented in this resource?

    feedback: The correct order is Spaced Practice, Interleaving, Concrete Examples, Elaboration, Dual Coding, Retrieval Practice.

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    3. Make Panel Collapsible? Type y for yes or n for no. no
    4. Panel Title? Type the title of the panel. Reorder Activity Question Exemplar


    References

    Photography on this page used with permission from the Durham College Online Photo Database.

    Dunlosky, J. (2013). Strengthening the Student Toolbox: Study Strategies to Boost Learning. American Educator., 37(3), 12–21. https://files.eric.ed.gov/fulltext/EJ1021069.pdf

    Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266

    InnerDrive. (n.d.) How to design the perfect multiple choice test. InnerDrive. https://blog.innerdrive.co.uk/perfect-multiple-choice-test

    InnerDrive. (n.d.) The 6 benefits of retrieval practice - a visual guide. InnerDrive. https://blog.innerdrive.co.uk/6-benefits-of-retrieval-practice

    Karpicke, J. D., & O'Day, G. M. (in press). Elements of effective learning. In M. J. Kahana & A. D. Wagner (Eds.), Oxford Handbook of Human Memory, Volume II: Applications. Oxford University Press. https://learninglab.psych.purdue.edu/downloads/inpress_Karpicke_ODay_Oxford_Handbook.pdf

    Pan, S.C. (n.d.). Retrieval practice (Practice testing). UC San Diego Psychology. https://psychology.ucsd.edu/undergraduate-program/undergraduate-resources/academic-writing-resources/effective-studying/retrieval-practice.html

    Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. https://doi.org/10.1016/j.tics.2010.09.003 

    The Learning Scientists. (n.d.). Retrieval practice. The Learning Scientists. https://www.learningscientists.org/retrieval-practice

    Weinstein, Y., Madan, C.R. & Sumeracki, M.A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(2). https://doi.org/10.1186/s41235-017-0087-y

    Weinstein Y., & Smith, M. (2016, June 23). Learn how to study using... retrieval practice. The Learning Scientists. https://www.learningscientists.org/blog/2016/6/23-1