Center for Excellence in Teaching
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Open in new tab Interested in using retrieval practices in your course?
Here are some tips for implementation:
- Clearly align retrieval practices with learning objectives. Retrieval activities should be aligned with the skills you want students to demonstrate by the end of the course.
- Integrate retrieval practices in course activites. Encourage students to talk to their colleagues, create and self-assess using quizzes and games, or ask students to write a self-reflection of their main takeaways from a session.
- If your retrieval practice uses groups, reflect on best practices for forming groups in your course. Consider if the groups should be static or dynamic throughout the semester and if they will be assigned by the instructor, student-selected, or randomized. Consider if students will need to complete an activity or assessment.
- Adjust instruction as appropriate. Look for patterns in student responses to identify areas where students are struggling. Consider modifying course content and teaching strategies to address any knowledge gaps.
What does the research say?
Agarwal, P. K; Roedinger, H. L.; McDaniel, M. A.; & McDermott, K. B. (2024). How to Use Retrieval Practice to Improve Learning. Washington University in St. Louis. (USC Libraries Link).
Grocott, L. (2022). Design for transformative learning : a practical approach to memory-making and perspective-shifting. Routledge, Taylor & Francis Group. (USC Libraries Link).
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. (USC Libraries Link).
Smith. M. & Weinstein, Y. (2024). Learn how to Study Using… Retrieval Practice — The Learning Scientists.