This resource by Kate Jones (2019) is a concise overview of all things retrieval practice – theory, research and classroom implementation.
It begins by defining the term…
‘… the act of recalling learned information from memory (with little or no support) and every time that information is retrieved, or an answer is generated, it changes that original memory to make it stronger’
This is a new series of blog posts for teachers looking to become materials writers. It aims to help future writers explore topics and issues in writing, encourage deeper insight into the content of published materials, and promote a principled approach to materials development.
How would you rate your knowledge and skills in the following areas? Give yourself a mark between 1-10 for each category.
1 = Huh?
10 = I’m an expert!
- Subject/content knowledge – e.g knowledge of grammar, vocab, pronunciation, language skills and strategies, etc.
- Pedagogical knowledge – e.g. knowledge of teaching approaches, how students learn, etc.
- Cognitive knowledge – e.g. knowledge of the science of learning; memory models, encoding, storage, retrieval, etc.
- Technological knowledge – e.g. knowledge of how to best use technology to enhance learning.