CPD pack: Retrieval practice

CPD Pack

Written by: Chartered College of Teaching

Published on: February 22, 2018

1 min read

The aim of our CPD packs is to support members in further exploring the themes raised in an issue of our journal, Impact. CPD packs provide guidance and resources to help facilitate staff CPD based on key articles from each issue.

This pack is related to the article, ‘Optimising learning using retrieval practice’, written by Dr Megan Sumeracki, Cognitive Psychology Professor at Rhode Island College and Dr Yana Weinstein, Assistant Professor at University of Massachusetts and co-founder of Learning Scientists.

The packs are designed to be flexible so they can be used and adapted to deliver a one-off session or a longer series of CPD opportunities. The facilitator notes contain suggestions for how to shorten or extend activities depending on whether you wish to provide a brief snapshot of the research or explore the concepts over a longer time period. We recognise that preparing and resourcing high quality CPD in schools and colleges is both time consuming and expensive, and we hope that these CPD packs will help reduce teachers’ and school leaders’ workload as well as providing a supportive framework enabling all school members to facilitate CPD confidently.

The pack

The materials below provide an opportunity to deepen understanding of retrieval practice, engaging critically with research and considering the implications for teaching and learning within your context.

This pack contains the following:

Click on the links above to download/visit each resource.

If you make use of this CPD pack in your setting, we would welcome your feedback.

Click here to submit your feedback.

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Sarah Keinhorst

Member

10 November 2022 9:27 am

Thank you so much for developing this resource

CPD pack: Retrieval practice

The pack

From this issue

Issue 2: Science of Learning

Impact Articles on the same themes

From the editor

Lightening the load: Integrating cognitive load, schema theory and progression mapping in the primary classroom

Professional knowledge and research-informed practice: Time for a rethink?

The case for direct instruction

Developing metacognition and higher-order thinking in A-level studies

Developing approaches to writing in the secondary English classroom

Perceptions of risky play in early childhood education

A metacognitive approach to developing creativity

Early Years teachers’ perspectives on their pedagogies of play and mathematics

Can we ever have ‘equity and equality’ in secondary digital education?