Recall or Re-read? The research into retrieval practice

<p><span style="font-weight: 400;">Many teachers understand the concept of retrieval practice in learning, in this week’s podcast we are looking back at some seminal research on this by Roediger and Karpicke (2006) that looks at how effective recall is over reading as a learning strategy, whether more retrieval practice means better learning and how good we are at judging how well we know stuff.  Knowing this research has implications for our classroom practice, students revision techniques and the links to metacognition as well.  </span></p> <p><br /> <span style="font-weight: 400;">Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention.</span> <em><span style= "font-weight: 400;">Psychological Science</span></em><span style= "font-weight: 400;">,</span> <em><span style= "font-weight: 400;">17</span></em><span style= "font-weight: 400;">(3), 249–255.</span> <a href= "https://doi.org/10.1111/j.1467-9280.2006.01693.x"><span style= "font-weight: 400;">https://doi.org/10.1111/j.1467-9280.2006.01693.x</span></a></p>