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Retrieval Practice - Colleen Young
The document discusses strategies for using retrieval practice, or testing, to help students learn in the classroom. It provides examples of how teachers can incorporate retrieval practice into their lessons in short bursts through activities like asking students questions and having them write down answers without resources, then checking their responses. Retrieval practice is presented as an effective way to help students recall and retain information.
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Retrieval Practice - Colleen Young
- 1. 1| Low Stakes Testingin the Mathematics Classroom Colleen Young
- 2. 2| The Most EffectiveLearning Strategies “We rated two strategies-practice testing and distributed practice-as the most effective of those we reviewed because they can help students regardless of age, they can enhance learning and comprehension of a large range of materials, and, most important, they can boost student achievement.” John Dunlowsky
- 3. 3| The Principles ofInstruction Barak Rosenshine
- 4. 4| What makes greatteaching? Barak Rosenshine
- 5. 5| What makes greatteaching? Barak Rosenshine
- 6. 6| What Makes GreatTeaching? 1. (Pedagogical) content knowledge As well as a strong understanding of the material being taught, teachers must also understand the ways students think about the content, be able to evaluate the thinking behind students’ own methods, and identify students’ common misconceptions. What makes great teaching? Review of the underpinning research. Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014
- 7. 7| What Makes GreatTeaching? 2. Quality of instruction Includes elements such as effective questioning and use of assessment by teachers. Specific practices, like reviewing previous learning, providing model responses for students, giving adequate time for practice to embed skills securely and progressively introducing new learning (scaffolding) are also elements of high quality instruction.
- 8. 8| What Makes GreatTeaching? Classroom climate (Moderate evidence of impact on student outcomes) “Covers quality of interactions between teachers and students, and teacher expectations.” What makes great teaching? Review of the underpinning research. Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014
- 9. 9| What Makes GreatTeaching? However, the thing that really matters in feedback is the relationship between the student and the teacher. When teachers know their students well, they know when to push and when to back off. …
- 10. 10| What Makes GreatTeaching? Moreover, if students don’t believe their teachers know what they’re talking about or don’t have the students’ best interests at heart, they won’t invest the time to process and put to work the feedback teachers give them. …
- 11. 11| What Makes GreatTeaching? Ultimately, when you know your students and your students trust you, you can ignore all the “rules” of feedback. Without that relationship, all the research in the world won’t matter. (Wiliam, 2014).
- 12. 12| What helps studentslearn? A teacher who provides the student with the opportunity to see what they need to revise. Regular tests and quizzes do this. Tests that don’t have further impact on levels / grades. Just there for you to know what you don’t know.
- 13. 13| What helps studentslearn? Low stakes tests are really good because there is not much pressure and at the end of them I can see how I’m doing and what I need to improve on for later formal tests. Going through and marking tests / homework.
- 14. 14| What helps studentslearn? Practice exam papers. Mark schemes (train them in marking!) Remember that we have a lot of subjects. Post tests (test after a formal test with questions the students found the most difficult). This can be done as a low stakes test
- 15. 15| Students need torecall information and the evidence suggests that testing is a better way of doing this than simply rereading material, a method often favoured by students. Use low stakes ‘Self-checks’ - a learning tool, not something to be stressed by. Aristotle apparently wrote ”exercise in repeatedly recalling a thing strengthens the memory.” Retrieval Practice
- 16. 16| “Active recall, pullingsomething out of memory, not just recognising something from a list or multiple choice question, improves future performance, something we have known for a century (Gates 1917). The act of active recall develops and strengthens memory. It also improves the process of recall in ways that passive recall – reading, listening and watching - do not. In practice, it is active recall that really matters in knowledge and skills, not recognition.” Donald Clark – White Paper on Spaced Practice Retrieval Practice
- 17. 17| Use Retrieval Practice…. •As a regular part of lessons • Including those odd moments… • For reviewing one or a small number of topics • For reviewing several topics • As a revision tool for tests / exams • To provide a revision list • To check feedback from previous lesson • Following homework to review a topic • Retrieval Practice can in fact be used for more than just recall but also to help students make links between topics. Sophisticated questions requiring a deeper understanding can be asked.
- 18. 18| Use Retrieval Practice…. Trythis booklet of sample questions which has been created as part of a project funded by the NCETM on Questioning the use of Bloom’s Taxonomy.
- 19. 19| Mini Tests thesetests are completed as an aural test. Simply read out the questions, students respond, mark immediately.
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- 28. 28| Reducing Student Anxiety ReducingStudent Anxiety Copyright © 2017 by Pooja K. Agarwal Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International In order to flip retrieval practice from a negative activity to a positive strategy, here are four recommendations: • Start a discussion about how we use retrieval in everyday life – thinking about what we did last weekend, remembering a quote from a favorite movie, etc. Ask students: Do these types of retrieval activities feel negative? Do they make you anxious? Why not? • Emphasize that retrieval in the classroom is similar to retrieval outside the classroom. Drawing on students' explanations from the first point helps draw this parallel. When retrieval is no-stakes, we can learn from our experiences without consequences.
- 29. 29| Reducing Student Anxiety ReducingStudent Anxiety Copyright © 2017 by Pooja K. Agarwal Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. • Acknowledge that the process of retrieval can feel challenging. This is a good thing for learning! Retrieval is a "desirable difficulty" that has large benefits down the road. • Explain that, based on decades of research, retrieval practice helps students learn more and learn longer. This means that students may study outside of class less because they're remembering more of what they learned during class.
- 30. 30| Reducing Student Anxiety Ina large survey of nearly 1,500 middle school and high school students over 7 years, 72% of students reported feeling less anxious in their classes with retrieval practice compared to their classes without retrieval practice by the end of the year.Reducing Student Anxiety Copyright © 2017 by Pooja K. Agarwal Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
- 36. From Josh Evans:By considering each of the following examples, can you find a way to show that x2-8x+48=0 The rectangle with length (2x+3) and width (x+6) has a triangle with base 2x and perpendicular height cut out of it. The remaining area is 66. In a bag, there are red balls and blue balls. There are 4 red balls. The probability of picking 2 red balls with replacement is 0.25
- 42. Here’s the diagram…What’s the question?
- 43. Algebra Snippetts …What’s the question? Discuss question paper terminology
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- 46. z y x A box…1. Ifx=3, y=4 & z=5, find the volume of the cuboid 2. If x=3 & the box is a cube, find the volume of the cube 3. If x=3cm, y=4mm & z=5m, find the volume of the cuboid (in 3 different units) 4. If x=31, y=10 & z=42, find the volume of the cuboid 5. If each length x, y & z in question 1 is enlarged by a scale factor of 2, what is the volume of the new cuboid? 6. If a similar box to question 1 is made using an enlargement scale factor of 3, what is the volume of the new cuboid? 7. If x, y & z from question 1 are each increased by 10%, a. What is the volume of the new cuboid? b. What is the overall % increase in volume of the new cuboid? 8. If x, y & z from question 1 are each decreased by 10%, a. What is the volume of the new cuboid? b. What is the overall % decrease in volume of the new cuboid? 9. If x = 8x103, y = 3x104 & z = 6x10-2, what is the volume of the new cuboid? Give your answer in standard form. 10.If the box has the dimensions given in question 1, a. What is the length of the diagonal, shown in red? b. What is the angle the red diagonal makes with the horizontal? (Answer a & b to 3 significant figures) 11.If the box’s dimensions from question 1, are given to 1 significant figure, a. What is the upper bound for the volume of the cuboid? b. What is the lower bound for the volume of the cuboid? 12.What is the surface area of the cuboid in question 1? 13.What is the surface area of the cuboid in question 2? 14.And what is the surface area of the cuboid in question 3? (give your answers in mm3, cm3 & m3 15.If the length of the cuboid is x+1, its height is x-1 and its width is x, a. Find an expression for its volume b. If its volume is 50, find x correct to 1d.p. using trial & 16.If the length of the cuboid is 3, its height is x-1 and its height is x+2, find x if its volume is: a. 12 (use factorisation) b. 14 (use the quadratic formula) 17.If x = ½, y = ¼ & z = ¾ find the volume of the cuboid 18.If x = 1+√2, y = 2 + √3 & z = 4, find the volume of the cuboid 19.If we require a cube with a diagonal of 6cm, how long should we make x, y & z? 20.If we require a similar box with a volume that is 8 times the volume in question 1, how long should we make each side?
- 47. z y x A box -Answers…1. 3x4x5=60 2. 3x3x3=27 3. 30x4x5000=600,000mm3,, 600cm3, 0.0006m3 4. 31x10x42=13020 5. 60x2x2x2=480 6. 60x3x3x3=1620 7. If x, y & z from question 1 are each increased by 10%, a. 3x1.1 x 4x1.1 x 5x1.1 = 79.86 b. 1.1x1.1x1.1=1.331, so 33.1% 8. If x, y & z from question 1 are each decreased by 10%, a. 3x0.9 x 4x0.9 x 5x0.9=43.74 b. 0.9x0.9x0.9=0.729, 1-0.729=0.271, so 27.1% 9. 144x105=1.44x103 10.If the box has the dimensions given in question 1, a. 32+42+52=50, √50=7.07 b. Height is 3, base is √(42+52)=√41 so angle is tan-1(3/√41)=25.1o 11.If the box’s dimensions from question 1, are given to 1 significant figure, a. 3.5x4.5x5.5=86.625 b. 2.5x3.5x4.5=39.375 12.2 x (3x4 + 4x5 + 3x5) = 94 13.6 x (3x3) = 54 14.2 x (30x4 + 30x5000 + 4x5000) = 170,120mm2 = 1701.2cm2 = 0.17012m3 15.If the length of the cuboid is x+1, its height is x-1 and its width is x, a. x(x+1)(x-1) = x(x2+x-x-1) = x3-x b. x3-x = 50, x=3 gives 24 (too small), x=4 gives 60 (too big), x=3.7 gives 46.953 (too small), x=3.8 gives 51.072 (too big) x=3.75 gives 48.984375 (too small) so x=3.8 (1d.p.) 16.If the length of the cuboid is 3, its height is x-1 and its height is x+2, find x if its volume is: a. 3(x-1)(x+2)=12, 3(x2+x-2)=12, x2+x-2=4, x2+x-6=0, (x+3)(x-2)=0, x=-3 or x=2 (why are neither of these possible?) b. x=2.13 x=-3.13 17.½ x ¼ x ¾ = 3/32 18.4(1+√2)(2+√3) = 4(2+2√2+√3+√6) = 8+8√2+4√3+4√6 19.√(x2+x2+x2) = 6, √(3x2) = 6, 3x2 = 36, x2 = 12, x = 3.46 20.60 x 8 = 480, for the cuboid to remain similar we must use a constant scale factor, s. So 3s x 4s x 5s = 480, 60s3 = 480, s3 = 8, s=2, 6x8x10
- 48. 48| Collective Memory TES Collection– Collective Memory 3. Individual Memory Lesson Time Needed: Around 10 minutes. Overview: This format is ideal for a quick starter or revision activity. This time students work on their own to remember the key aspects of a poster and must decide for themselves which areas to prioritise on each viewing. Preparation: Get enough blank sheets of A3 or A4 paper for one per student Get a good supply of coloured pens/pencils or simply ask the students to complete the activity using pencils Get access to a stopwatch/countdown timer our experiences without consequences.
- 52. How did youdecide? You might find it helpful to try sketching some of these. You could use graphing software such as Desmos.
- 55. 55| How Do ResearchersTeach? Dr Pooja K. Agarwal, Ph.D.
- 56. 56| "Students start bydividing their paper into left and right columns. For the first five minutes, they answer the five questions from memory (closed-book) in the left column. Then, I announce they can open their books and notes, and anything they want to add or modify about their answers is written in the right column... How Do Researchers Teach? Dr Jennifer A. McCabe, Ph.D.
- 57. 57| Using the left-rightcolumn method, they are forced not only to spend time effortfully retrieving the information (or even just trying – which as we discuss in class, still benefits memory), but also have a clear record of how easily and accurately they could arrive at correct answers from long-term memory, without consulting external sources. This supports metacognition by building students’ explicit awareness of their level of learning, which can then be used to guide their further learning behaviors." How Do Researchers Teach? Dr Jennifer A. McCabe, Ph.D.
- 58. 58| Free recall isalso known as a "brain dump," "show what you know," and a "stop and jot." No matter what you call it, try this quick retrieval strategy during your instruction before the end of the school year. Here's how it works: Pause your lesson, lecture, or activity. Ask students to write down everything they can remember. Continue your lesson, lecture, or activity. Free Recall or a “Brain Dump”
- 59. 59| Retrieval: Engage everystudent by having them write down their response, rather than simply thinking about it. Here are additional retrieval recommendations: Our Two Things strategy is an effective think-pair- share prompt. Have students write down their response, switch papers to add so another student's paper, and then discuss. Students will have a richer discussion after receiving feedback in writing from another student first. Transform Think-Pair-Share with Cognitive Science Think-Pair-Share? Think Again Copyright © 2017 by Pooja K. Agarwal Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
- 60. 60| No-Quiz Retrieval Strategy:"Two Things“ No Quiz Retrieval Strategy – “Two Things” Copyright © 2017 by Pooja K. Agarwal Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Here's the scoop: At any point during a lesson, stop and have students write down Two Things about a specific prompt. For example: What are two things you learned so far today? What are two things you learned yesterday (or last week)? What are your two takeaways from today? What are two things you'd like to learn more about? What are two ways today's topic relates to previous topics? And then what? You move on with your lesson. That's it!
- 61. 61| Examples – studentswork Expect clear marking and corrections
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- 67. 67| https://www.retrievalpractice.org/library Retrieval Practice Library Copyright© 2017 by Pooja K. Agarwal Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- 68. 68| Retrieval Practice Library Copyright© 2017 by Pooja K. Agarwal Licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License.