There are many ways retrieval practice can be applied in the classroom, including: activating students' prior-knowledge on a topic by asking them to list or name everything they know about the topic; having students engage in a turn-and-talk to review what they learned in class; or creating a concept map to illustrate their understanding of a topic from memory, and exit tickets before they leave class.
These can be in the context of workplace learning, in an educational setting, or can be informal communities that form around mutual interests.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
Engel, S. (2011). Children's need to know: Curiosity in schools. Harvard Educational Review, 81(4), 625-645.
When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
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Rey, A. E., Guignard-Perret, A., Imler-Weber, F., Garcia-Larrea, L., & Mazza, S. (2020). Improving sleep, cognitive functioning and academic performance with sleep education at school in children. Learning and Instruction, 65, 101270.
Koskinen, P. S., Blum, I. H., Bisson, S. A., Phillips, S. M., Creamer, T. S., & Baker, T. K. (2000). Book Access, Shared Reading, and Audio Models: The Effects of Supporting the Literacy Learning of Linguistically Diverse Students in School and at Home. Journal of Educational Psychology, 92(1), 23–26.
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