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. |
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