Retrieval practice is one of the most effective methods of learning and remembering information for long-term use. During retrieval practice, students “retrieve” what they know about a topic or lesson out of their memory. Retrieval practice requires effort on the part of the student to recall specific information, which is beneficial to improving learning and strengthening students’ memory. Retrieval practice can be “…a no-stakes learning opportunity that increases student performance, beyond formative and summative assessments” (Agarwal & Bain, 2019, p.4).In general, giving students multiple opportunities for practice and retrieval will break up a lecture with short brain breaks and prove valuable in the effective learning process. If we can work these methods into our instruction and teach students how to use them on their own, our students stand a much better chance of actually remembering our material (Gonzalez).Effective Learning and Studying Strategies Examples adapted from ASEE:
Technique
Description Classroom Application(s) Retrieval Practice Students retrieve information without aids. Students pull what they know about a topic, concept, or lesson out of their head.
Promotes memory and retention.
Quizzes/Flash cards
Brain dumps/Jot recall
Top Hat
Jot Recall (Oakley, et al., 2021, p. 12-13) Students check understanding of concept by recalling information without aids. Promotes retrieval and spaced repetition to reinforce long-term memory.
Can be used in class or out of class as a study technique.
Pause and have students use a blank piece of paper to recall concepts by writing notes or making a drawing Have students compare and discuss with a small group
Spaced Practice (Gonzalez, 2016)
Students space out studying over time, instead of cramming. The ‘forgetting’ that takes place between study breaks is reinforced when students start studying again, which reinforces learning.
Review information from each class Create a rhythm in class with lesson, break, review
Create a study calendar for students
Notetaking (Oakley, et al., 2021, pp. 25, 30- 31)
Students are offered handouts or outlines of lecture materials to assist with notetaking. Helps students actively engage with class material, instead of struggling to make sense of content and take notes at the same time.
Provides better studying references.
Give students an outline or handout of lecture materials and allow them to fill in gaps Speak slowly, pause, and provide cues for important concepts
Scaffolding (Alber, 2011 and “Scaffolding,” n.d.) Students move incrementally (via ‘scaffolds’) towards a deeper understanding of material. Allows students to gradually build understanding.
Consider that students come to your classroom with varying backgrounds, experiences, and abilities.
Hybrid or flipped classroomsChunking information
Give brain breaks
Allow students to choose different types of problems
Varied Practice (Oakley,, et al., 2021, p. 7) Incorporating opportunities for students to practice what they’re learning in different ways and contexts. Helps students consolidate material.
Aids long-term memory.
Provide frequent, active learning periods Break up the lesson
Pomodoro Technique (Moon, 2020) Tasks are broken into four 25-min. time blocks, with a 15 – 30-min. break to follow. Helps encourage full concentration and discourage multi-tasking and procrastination.
Can be used in class or outside of class as studying technique. Ask students to turn off their phones for both.
Journaling/Independent writing Complex group projects with logical phases
Elaboration (Gonzalez, 2016)
Students take the time to ask themselves complex and open-ended questions about the content they are learning or studying. This improves learning and goes beyond simple recall of information.
Think-Pair-Share Connect theory with real-life applications
Compare and contrast ideas Engage students in discussion
Interleaving (Gonzalez, 2016)
Students switch between different ideas when studying. This is more challenging than continuing to study the same concept over and over again, leading to more mistakes, but increased critical thinking ability.
Make links between different concepts from earlier lessons Plan activities that include a variety of skills or concepts
Concrete Examples (Gonzalez, 2016) Students come up with their own relevant examples to make sense of abstract ideas. This is a unique approach, as the examples are usually provided by the instructor.
Storytelling can provide everyday applications to new topics Encourage students to think of how the content relates to them
Dual Coding (Gonzalez, 2016)
Students combine words with visual aids when learning and studying, making connections between the two. This helps reinforce complex concepts.
Utilize visual images, auditory explanations, text, and kinesthetic modes of presenting the same material Ask students to create their own visuals
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