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SESSION FACILITATORS

David McConnellDirector, OFD

Professor, MEAS

Ashley GranthamProgram Coordinator, OFD

STUDENT RETRIEVAL EXERCISESCreating better study habits

David McConnell, OFD & MEAS, NCSU

What and why?

INTRODUCTION

WHAT ARE RETRIEVAL EXERCISES?

A retrieval exercise is an activity that a student completes during or following studying to get an accurate assessment of their learning

*Improving Undergraduate Learning, SSRC-CLA Longitudinal Project, 2011.

• US students estimate they devote 7% their time to study*

• Many students continue to employ the same study methods that they used in elementary school

Student studies material for initial time interval and then covers it up

Student takes a blank piece of paper and practices retrieval by writing down as much information as they can recall from the study material.

Student reviews material and practices retrieval again

WHAT IS RETRIEVAL PRACTICE?

WHY PRACTICE RETRIEVAL? Short-term memory – Repeat to remember

• The more effort we put into encoding information at the moment of learning, the more we remember

• Listening writing drawing/organizing

Medina, J., 2009, Brain Rules

WHY PRACTICE RETRIEVAL? Long-term memory – Remember to repeat

• Thinking or talking about an event immediately after it occurs enhances memory of the event

• Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.)

Medina, J., 2009, Brain Rules

NORMAL FORGETTING CURVE

2 tests for Group 1

Day 0 = Initial studying of material

The more time that passes before attempting retrieval, the more we forget

FORGETTING CURVE

Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p.181-210.

What the research tells us

EVIDENCE FOR USING RETRIEVAL EXERCISES

Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p.181-210.

120 college students complete a reading assignment (~250 words)

• Group X studied the passage twice (7 minutes each time)

• Group Y studied the passage once and then took a test

• Both groups then tested at 5 minute, 2 day, and 1 week intervals

X Y X Y X Y• Group Y retained more knowledge after 2 days, 1 week

Groups of students study material using one of four methods: Student reads material once. Student reads material four separate times. Student reads material then uses it to

construct a representative concept map Student reads material, practices retrieval,

repeats.

RESEARCH ON LEARNING

Karpicke & Blunt, 2011, www.sciencexpress.org, Jan 20, p.1-4.

Research on learning shows that retrieval practice is the most effective study method: Students don’t know this

Karpicke & Blunt, 2011, www.sciencexpress.org, Jan 20, p.1-4.

In class, homework

USING RETRIEVAL EXERCISES IN YOUR CLASS

Student should complete the first retrieval practice soon after receiving the original information During or within 24 hours of lecture (students

will need practice) Immediately following a reading assignment or

after reviewing class notes Prior to an exam

For maximum effect, retrieval effort should be repeated at regular intervals prior to exam (e.g., weekly)

RETRIEVAL PRACTICE TIMING

IN CLASS RETRIEVAL PRACTICE

Experimental Group: Three 2-minute pauses per lecture, student discussion of lecture content with peer.Control Group: No pauses for discussion in lecture.

Ruhl, Hughes, and Schloss., 1987. Teacher Education and Special Education, v.10 #1, p.14-18

Students completed a free recall exercise after lecture

• Experimental Group – number of facts recalled: 22.97*

• Control Group – number of facts recalled: 16.63

SUMMARYMost students are unaware of effective

learning strategiesInstructors can guide students in use of

retrieval techniqueStudents should test themselves or reflect

on material soon after they receive it, and repeat the process again at spaced intervals prior to an exam