This month we are thinking… about thinking. We read a review of the applied research on retrieval practice, which recognizes the difference between “learning” something and “knowing” something. We reflect on the ways this has played out in our classrooms, and what we can learn from recent studies for how to improve our use of the technique.
Later, we read a piece on translational research that makes recommendations for how to help students improve their ability to engage in metacognition.
- First Segment – 02:24 – Review of retrieval practice research
- Second Segment – 32:55 – Translation of metacognition research to “should’s”
Cover image by NeONBRAND
- Agarwal, P.K., Nunes, L.D. & Blunt, J.R. (2021). Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms. Educ Psychol Rev. https://doi.org/10.1007/s10648-021-09595-9
- Complementary copy of the Agarwal paper: https://rdcu.be/cgITe
- Cromley, J. G., & Kunze, A. J. (2020). Metacognition in education: Translational research. Translational Issues in Psychological Science, 6(1), 15–20. https://doi.org/10.1037/tps0000218
We drink The Original, a Scotch barrel aged ale from Innis & Gunn in Perth, Scotland.