ANITA L. ARCHER, PHD MAKE IT STICK! AUTHOR, CONSULTANT .

12ANITA L. ARCHER, PHDAUTHOR, CONSULTANT, TEACHERMAKE IT STICK!For additional information on practice see Chapter 8 in:Making it Stick: Effective Practice ofStrategies, Skills, Vocabulary, Facts, andInformationArcher, A., & Hughes, C. (2011). Explicit Instruction: Effectiveand Efficient Teaching. NY: Guilford Publications.www.explicitinstruction.orgPart 2 of three part webinar3Learning IntentionsWhat principles can we use to optimize benefits ofpractice?a. Deliberate practiceb. Retrieval practicec. Distributed practice (Spaced practice)e. Varied practiced. Mixed practice (Interleaving)What are purposes of practice?1. Minimum competency2.3.4.5.

56How can we optimize practice?Purposes of Deliberate PracticeThe purposes of deliberate practice are:1.2.3.4.5.To gain minimum competency on a skillTo improve and gain proficiency on a skillTo gain automaticity on foundation skillsneeded for higher order skillsTo protect against forgettingTo improve transfer of skillsDeliberate Practice? Why?Why is A an example of deliberate practice and B is not?1.2.3.4.5.Deliberate practiceRetrieval practiceDistributed practice (Spacedpractice)Varied practiceMixed practice (Interleaving)Deliberate Practice?Why is A an example of deliberate practice and B is not?A. You are going to tell your partner the history of suffrageA. As you write your paragraph, stop and reread yourparagraph to be sure it makes sense. Add transitionwords or phrases to make your paragraph flow.B. Using your paragraph plan, write a paragraph.in the United States. To prepare, make a list of themajor historical advances in suffrage.Ones, tell your partner a history of suffrage.B. Tell your partner the history of suffrage.

Deliberate PracticeRetrieval Practice ? Why?Which is the best example of retrieval practice? Why?The students have been taught how to change a fraction to a decimal.Deliberate practice is goal-orientedpractice consciously devoted toimprovement of a skill.A.We have learned how to change a fraction into a decimal. Watchme change 3/7 into a decimal. (Teacher demonstrates dividing 7into 3, placing the decimal correctly.) Now it is your turn. Change5/8 into a decimal.B.Change 5/8 into a decimal. (Teacher monitors.) Let’s do thistogether. (Teacher provides feedback by guiding the studentthrough the problem.)C.Here is a worked problem that we did yesterday when we changedfractions into decimals. (Teacher displays the calculations neededto change 3/7 into 0.23) Please change 5/8 into a decimal.12Retrieval Practice - Why“One of the most striking research findings is the power ofactive retrieval testing to strengthen memory and that themore effortful the retrieval, the stronger the benefit.”Brown, Roediger, McDaniel, 2014Retrieval Practice – WhyRetrieval Practice makes learning STICK farbetter than re-exposure to the originalmaterial.

13Retrieval Practice – WhyProtzko, Aronson, & Blair, 2013Learning content in 8th grade scienceParticipants: Middle school students in Social StudiesClassesTest Condition: Portion of the material was covered in 3low-stakes quizzes with feedbackReview Condition: Portion of material reviewed 3 timesAC Retrieval Practice – WhyLearning Social Studies content in Middle SchoolParticipants: 8th graders in science classesResults:14On material that was quizzedOn material that was not quizzed butreviewedGiven 3 quizzes on 1/3 of the content (Beginning of classon assigned reading, at end of class, 24 hours before unitexam)Results: Students performed full grade level higher onmaterial quizzed than not quizzed.15Retrieval Practice – WhyLearning pairs of words (Swahili – English)Karpicke & Roediger, 200816Retrieval Practice – WhyRetrieval Practice strengthens memoryand interrupts forgetting.Retrieval Practice makes that knowledgeeasier to retrieve in the future.Neural pathways that make up a body oflearning get stronger.

17Retrieval Practice – Teacher - GuidedExample Procedures :1. Practice without scaffolding2. Low-stakes quizzing (pop quiz)3. Rapid retrieval practice4. Retrieval Practice Games5. Quick write6. Quick draw7. Flash cards8. Multiple-choice items using hand signals, Clickers, orPlickers9. Written answers10. Writing framesRetrieval Practice – Low stakes quizzingExampleSocial Studies Teacher’s PlanFriday Quiz: A short quiz (one short answer on newmaterial, 3 multiple choice on new material, one shortanswer on old new material) 20 pointsUnit Test: Unit test every three or four weeks 100 points20Retrieval PracticeIrregular VerbsExample The suffix ed is NOT used to form the past tense of irregular verbs.Rapid Retrieval PracticeToday I speak.Today I write.Today I go.Today I drink.Today I swim.Today I see.Today I sing.Today I fall.Today I hide.Yesterday I spoke.Yesterday I wrote.Yesterday I went.Yesterday I drank.Yesterday I swam.Yesterday I saw.Yesterday I sang.Yesterday I fell.Yesterday I hid.

21Irregular VerbsRetrieval Practice - Teacher- guidedQuick Write The suffix ed is NOT used to form the past tense of irregular verbs.ExampleToday I speak.Today I write.Today I go.Today I drink.Today I swim.Today I see.Today I sing.Today I fall.Today I hide.List some benefits of retrieval practice.Yesterday I .Yesterday I .Yesterday I .Yesterday I .Yesterday I .Yesterday I .Yesterday I .Yesterday I .Yesterday I .Retrieval Practice - Teacher-guidedQuick DrawRetrieval Practice - Teacher- guidedQuick Draw

Retrieval Practice - Teacher- guidedFlash CardsSet #2Mastered ContentRetrieval Practice - Teacher-guidedHand Signals, Clickers, or PlickersSelect the best answer.1. Retrieval practice that is effortful promotes more learning.2. Retrieval practice should occur after modeling and guidedpractice.3. Retrieval practice reduces forgetting and strengthenslearning.4. All of the above.28Retrieval Practice - Teacher- guidedHand Signals, Clickers, or PlickersSummary - Retrieval PracticeRetrieval Practice Benefits- learning- durable retention

2930Summary - Retrieval PracticeSummary - Retrieval PracticeRetrieval Practice Benefits- learning- durable retentionEffortful Retrieval Practice- stronger learning- stronger retentionRetrieval Practice Benefits- learning- durable retentionEffortful Retrieval Practice- stronger learning- stronger retentionDelayed Effortful Retrieval- more learning- more retention3132Summary - Retrieval PracticeSummary - Retrieval PracticeRetrieval Practice Benefits- learning- durable retentionEffortful Retrieval Practice- stronger learning- stronger retentionDelayed Effortful Retrieval- more learning- more retentionRepeated Retrieval- more learning- more ease of retrievalRetrieval Practice Benefits- learning- durable retentionEffortful Retrieval Practice- stronger learning- stronger retentionDelayed Effortful Retrieval- more learning- more retentionRepeated Retrieval- more learning- more ease of retrievalCorrective Feedback- more learning

Reflection is a form of Retrieval PracticeAfter reading .After doing something .What are the key ideas?What are some examples?How do these ideas relate towhat I already know?(Verify)What happened?What did I do?How did it work out?Your SummaryWrite a statement that summaries retrieval practice.Make the statement memorable.How will I change this in thefuture?35Mass vs Spaced PracticeMass Practice vs Spaced Practice –Effect size d 0.71 Hattie, 2009Gains achieved in massed practice are transitoryand melt away quickly. Brown, Roediger, McDaniel, 2014Spaced VS Mass Practice – Why?Same timeSame effortbut Remember More

Spaced VS Mass Practice – Why?Spaced Practice - WhySubjects: 36 Surgical ResidentsContent: Four short lessons on how to reattach tiny vessels“Distributed learning, in certainsituations, can double the amountyou remember later on.”Condition A: All four lessons in a single dayCondition B: A week between the four lessonsResults : Residents in Condition A scored lower on allmeasures. 16% damaged vessels in rats beyond repair.Carey, 201439Spaced Practice Initial Practice40Spaced PracticeInitial Practice Occurs under watchful eye of the teacher Distributed Practice Provide numerous practice opportunities within the Cumulative Reviewteacher-directed lesson to build accuracy. Provideimmediate feedback after each item.

41Spaced Practice42Spaced PracticeDistributed PracticeCumulative Review Studying or practicing a skill in short Provide intentional review of previously taughtsessions overtime. Distributing practice overtime (versusskills/strategies/concepts /vocabulary/knowledge. Goal is to increase long-term retention.massing practice in one session) aidsretention in a variety of academic areas.44Spaced PracticeSpaced PracticeWhat interval? Enough time that a little forgetting has set in leading toTo retain factual information, foreign vocabulary, scientificdefinitions, use a schedule such as:more effort. Not so much time that retrieval requires relearning of thematerial.- Initial practice and study- Retrieval practice one or two days later- Retrieval practice a week later- Retrieval practice a month later(See Super Memo)

45Spaced Practice46Example – Spaced PracticeVocabulary – Core Reading ProgramMondayTuesdayIntroduction ofvocabulary forPassage AQuick retrievalpracticeQuick reviewand expansionof difficult wordsIntroduction ofvocabulary forPassage BQuick retrievalpracticeQuick reviewGame - Mixedand expansion of practice ofdifficult wordsdifficult words Aand BIntroduction ofvocabulary forPassage CQuick retrievalpracticeQuick reviewGame - Mixedand expansion of practice ofdifficult wordsdifficult words A,B, and CYour SummaryWrite a statement that summaries spaced practice.Make the statement memorable.WednesdayThursdayFridayVaried PracticeVary the practice conditions to increase ability to apply theskill or strategy to a new setting.Non- example – 1st grade decodingDay #1Day #2Day #3Day ranfantanran

Varied PracticeVaried PracticeVary the practice conditions to increase ability to apply theskill or strategy to a new setting.Example – 1st grade decoding (*encoding)Day #1Day #2Day #3Day # 4atamanhad*am pman*manNan*taps*ratmat*tap*hamThe rat ran.The man had a nap.Pat and Nan satPam and Pat hadSam had a fan.Sam is a sad man.on mats.fans.Mixed Practice - InterleavingSubjects: Elite baseball players on a college teamContent: Twice a week batting practiceCondition A: Traditional practiceNon-ExampleExamplebake ing bakingrake ing rakingmake ing makingbrake ing brakingride ing ridingfame ous famousexcite ing excitingexcite ment excitementrace ist racistshame ed shamedshame ful shapefulMixed Practice (Interleaving)Subjects: College StudentsContent:Volume of 4 geometric shapes(wedge, spheroid, spherical cone, half cone)Condition A:Clustered4 – wedge45 pitches in 3 sets4 – spheroid4 – spherical cone4 – half cone15 pitches of one type (fast, curve, change up)Condition B: Mixed practiceCondition B:3 types of pitches randomly distributed across 45pitchesResults: Randomly interspersed pitches displayedmarkedly better hittingMixed1st practiceweek laterClustered89 % correct20 % correctMixed60 %63%

Mixed Practice - InterleavingMixed Practice - InterleavingWhen you understand a problem type, mix the problemtype with other problem types.cry ed criedplay er playerslice ing slicingcopy ing copingstamp ed stampedfame ous famousrefuse al refusalharm less harmlessrace ist racistfunny est funniestenvy ed enviedfury ous furious56Your SummaryWrite a statement that summaries varied and mixedpractice. Make the statement memorable.Summary – Principles of Practice- There are a number of critical principles that need to be--considered when designing practice.First, the practice must be .This is important because .Next, rather than just being re-exposed to the original material,students profit from .One benefit of Retrieval Practice is .All of the practice should not be massed in one session.Rather, the practice should be . Spaced retrievalpractice is beneficial because .Finally, to enhance retention and application of skills andstrategies, should be used.

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Retrieval Practice – Why Karpicke & Roediger, 2008 Learning pairs of words (Swahili – English) 15 Retrieval Practice – Why Retrieval Practice strengthens memory and interrupts forgetting. Retrieval Practice makes that knowledge easier to retrieve in the future. Neural pathways that make up a body of learning get stronger. 16