Teaching & Learning

Retrieval Practice

Retrieval practice refers to recalling concepts or events from memory. It is a learning strategy that leads to more durable learning compared to re-reading text or reviewing class notes (Brown, Roediger & McDaniel, 2014). Embedding teaching activities that require students to retrieve information throughout the class can help solidify their learning and curtail the forgetting that tends to occur. Having students complete a simple formative quiz, for example, leads to longer retention of information than simply re-reading or cramming information. The use of instructional strategies such as Think-Pair-Share or the integration of formative knowledge checks using educational technology such as Turning Point require students to pull information from what they’ve learned, resulting in a longer lasting effect.

Cool Tools: TurningPoint

Did you see the announcement about TurningPoint Technology on ICE?   

As of November 22, all Durham College (DC) faculty members have access to TurningPoint, a polling software solution for interactive participation in the classroom commonly referred to as 'clickers.' DC has used a hardware-based version of TurningPoint for many years. Now that mobile technology is more attainable, TurningPoint has evolved to support the bring-your-own-device (BYOD) model. 

For more information, including how to access TurningPoint at DC, visit the CAFE website. 

Are you using a cool tool and want to share your experience with your peers in CAFE Monthly? Contact tanya.wakelin@durhamcollege.ca.