3. Use desirable difficulties: use questions from different topics; question easily confused concepts together (see desirable difficulties)
4. Retrieval design: quizzes, MCQs, summarise, knowledge dump, rehearse explanations, turn and talk, cloze exercise etc.
How
1. Call it retrieval with our students
2. Students must get the knowledge from their brains (not their books)
3. If students are thinking hard, it’s effective retrieval
4. Make it accessible to all (to some extent)
5. Provide feedback immediately: make this easy. Provide answers or cold call/show MWBs. (Remember, students have had time to prep their answers for cold calling).
6. Make it metacognitive: draw students’ attention to their knowledge gaps.
7. Make it count: attach new knowledge to this knowledge in the lesson, or highlight to students when they will next need this knowledge.
The Home of our curriculum 