Retrieval Practices for Early Years

Recent studies have shown that retrieval practice is an effective learning strategy for students in the early years. The three main types of retrieval practice approaches used in classrooms today are: spaced, distributed and interleaved.

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Spaced Retrieval Practice involves spacing out study sessions over several days or weeks to help students retain information better over time. They distributed Retrieval Practice works by having short periods of studying followed by short breaks. Finally, Interleaved Retrieval Practice focuses on varying the order of topics studied so that students can learn multiple concepts in a single study session.

These strategies are especially beneficial for younger learners as they can provide more efficient pathways to long-term memory storage and recall. With spaced or distributed retrieval practice, students can break up their studying into manageable chunks, allowing them to focus on a specific concept and gain a deeper understanding. Similarly, interleaved practice will enable children to connect previously learned content and new material.

Retrieval practice has also benefited student motivation and engagement, encouraging active recall of information rather than rote memorisation. This can provide an extra boost for those struggling with traditional study methods. Additionally, teachers can use these practices to create fun activities that help children better understand concepts in the classroom.

Overall, retrieval practice is a powerful tool for educators working with young learners that can be used effectively in physical and virtual classrooms. By providing students with an effective, engaging learning strategy, teachers can help ensure that children in the early years are well-equipped to learn and retain knowledge for the future.

How does interleaved retrieval practice help young learners?

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