LEARNING TO LEARN
First learned Reviewed
100
Memory retention (%)
90
80
70
60 0 1 2 3 4 5 6 7 Elapsed time ( days )
Figure 1 : Ebbinghaus ’ forgetting curve
Using retrieval practice starters : establishing the impact on topic knowledge retention
Elen Harris , Teacher of Geography & ITL Research Fellow
Retrieval Practice
The premise of retrieval practice is that previously taught material should be regularly retrieved from long-term memory into working-memory to interrupt forgetting , which strengthens long-term memory and makes material easier to recall in future , thus aiding knowledge retention ( demonstrated by Ebbinghaus ’ forgetting curve , seen in figure 1 ). Researchers believe retrieval is more effective than restudying , highlighting and concept mapping as these methods result in shortterm learning , whereas retrieval results in long-term learning , as retrieval is completed from memory , without notes ( this is a ‘ desirable difficulty ’, making it harder , which aids long-term learning ). For this small-scale study completed as part of my CTeach course I wanted to establish the impact of retrieval practice on topic knowledge retention and how this compared to a class not using retrieval techniques .
Research design
10C was selected as I teach the class six times a fortnight and hence a good amount of intervention activities could be implemented . 10A was used as the control . Table 1 shows the characteristics of the intervention and control . ( See table1 .)
A mixed methods approach was used , with a range of quantitative and qualitative data sources triangulated . The principle of ‘ difference in difference ’ research was used to establish the impact of the intervention and assess if the impact is greater than the natural ‘ maturation effect ’.
A pre-intervention assessment gained baseline data on percentage accuracy ( as a proxy for topic knowledge retention ). Additionally , a sample of students ( 6 from each class , obtained via non-probability convenience sampling ) participated in a pre-intervention focus group to ascertain their go to revision methods , views on cramming , and whether they had previously heard of retrieval practice .
Over the five-week intervention period 10C were taught 15 , 50-minute , lessons , enabling 15 different spaced retrieval starter activities to be implemented . The retrieval activities were designed based on my literature review into recommended best practice on the use of retrieval . The intervention consisted of three different retrieval practice-based starter activities , used in rotation , though with different questions each time . Students had 5 minutes to write , or discuss , their answers to questions prompting retrieval of prior topic
|
Pupils |
Av age : |
M / F |
SEN pupils |
EAL pupils |
HAPs pupils |
Intervention ( 10C ) |
21 |
14.7 |
13 / 8 |
1 |
2 |
6 |
Control ( 10A ) |
21 |
14.7 |
8 / 13 |
2 |
0 |
8 |
Table 1 : Characteristics of the intervention and control groups . |
18