Retrieval Practice

Synopsis

Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. In this punchy and accessible book, Kate Jones gives educators strategies and tips for using this powerful technique in their classrooms.

Summary

Chapter 1: Setting the Scene

In Chapter 1 of Retrieval Practice, Graham Nuthall examines the importance of retrieval practice in education. Nuthall points out that we human beings tend to forget information over time, even when that information was initially acquired. This is known as the forgetting curve. Nuthall argues that the only way to counteract this forgetting curve is through the use of retrieval practice. This involves consistently testing oneself on the material by quizzing, or attempting to recall the material without the aid of any resources. He also points out that retrieval practice is also an essential element for the transfer of knowledge and understanding.

Nuthall examines a range of research which supports the importance of retrieval practice, such as that of the dual coding hypothesis which shows that when information is jointly held in both a verbal and visual format it is better remembered than if it was only held in a verbal format. He also discusses the findings of experiments which demonstrate the effectiveness of retrieval practice.

An example of retrieval practice in action is a student studying for an upcoming French exam. Through regular use of retrieval practice, the student quizzes themselves on the material they have learned, recreating scenarios with colleges or in their head, testing themselves on key vocabulary or grammar structures they have been studying. The more the student tests themselves, the more likely they are to be able to recall the information on the day of the exam.

Chapter 2: When Does Retrieval Practice Work Best?

In Chapter 2 of Retrieval Practice, Nuthall examines the factors which can affect the effectiveness of retrieval practice. He looks at both the instructional design approaches which can maximise retrieval practice’s effects, such as providing timely feedback, and the individual learner factors such as cognitive load or motivation.

Nuthall also examines the differences between two different approaches to retrieval practice - conceptual and factual. He points out that conceptual retrieval practice is more difficult as it involves transferring concepts and ideas rather than just memorising facts. Nuthall argues that these types of retrieval practice can be best used for example when teaching mathematics or with scientific concepts.

An example of retrieval practice in action for a conceptual topic is a student studying for an upcoming physics exam. This student would look to practice the retrieval of their knowledge on different sciences concepts such as acceleration, inertia and momentum. The student could create questions in their head or on paper, testing their understanding on these different topics. Taking this time to regularly practice the retrieval of their knowledge would serve them well on the day of their exams.

Chapter 3: Why Retrieval Practice Works

In Chapter 3 of Retrieval Practice, Nuthall outlines the reasons why retrieval practice works so effectively. He examines the process of memory consolidation and its relevance to retrieval practice, and also examines the importance of learning through questions as they help to focus the learner on key points and ensure they understand the material being studied.

Nuthall also outlines the fact that retrieval practice can help to prevent overlearning of information, which is ineffective and can be detrimental with regards to learning. Additionally, he discusses the effect retrieval practice can have on learners such as motivation, improved performance and analytical thinking.

An example of how retrieval practice works in practice is a student studying for an upcoming geography exam. Through regular retrieval practice sessions, the student becomes familiar with various aspects of geography - such as elements of the human geography or of the physical geography of different countries. This type of practising helps the student to better understand the topics, why certain features are significant, and the true meaning of the subject. Through the use of these questions, the student can then draw distinctions between concepts and draw connections between different ideas, having a richer understanding of the material.

Overall, the use of retrieval practice has been proven to assist learning and help with the long-term retention of knowledge. Nuthall outlines these effects in his book on Retrieval Practice, giving detail and evidence to the efficacy of this teaching method.