‘More schools should be using retrieval practice,’ suggests Kate Jones

After the incredible success of ‘Retrieval Practice: Research & Resources’, author and teacher Kate Jones is back with a follow-up book. Her third book focuses on the effective implementation of retrieval practice that will support both teachers and leaders in ensuring that the technique becomes firmly embedded in classroom routines.

In our exclusive interview with Kate Jones, head of History at The British School Al Khubairat in Abu Dhabi, we look at Jones’ journey from blogger to author and discuss the importance of retrieval practice in schools.

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What inspired you to write your first book ‘Love to Teach’?

I had been sharing teaching and learning ideas on Twitter and through my teaching blog lovetoteach87.com and I really enjoyed doing so. It is very rewarding to share an idea, activity or resource that is then being used by other teachers in their classrooms with their students. The problem with sharing on Twitter is the limited amount of characters and blogging allows for further elaboration and discussion – however, a book allows the creator to be able to put all their ideas and reflections in one place.

When people initially suggested I write a book, I was very reluctant to do so because I didn’t see how I would be able to find the time in addition to a very demanding teaching role. In my previous school, I applied for an internal Middle Leadership role and I was unsuccessful. I was upset and disheartened by this, but it turned into motivation as I decided to take control of my own success and write that book! I am so glad I did. I spent over 18 months writing ‘Love To Teach’ and years of reading and reflecting were put into the book. It’s a book that is very special to me.

For those who don’t know, what is retrieval practice?

If people aren’t familiar with the term retrieval practice then they are probably familiar with the concept and strategy.

Retrieval practice refers to the act of recalling learned information from memory (with no or little support) and every time that information is retrieved, or an answer is generated, it changes that original memory to make it stronger. ‘Using your memory shapes your memory’ – this is a great description of retrieval from distinguished and well-respected Professor of Psychology Robert Bjork.  The retrieval process cements the information in long-term memory, which should enable that information to become easier to retrieve in the future. Retrieval practice focuses on recalling information from memory as a powerful learning tool, not an assessment tool. Therefore, it is regarded as an essential classroom practice to support learning with the regular practice of retrieval.

Retrieval practice has previously been referred to by academics and in educational research as the ‘testing effect’, as naturally the act of recalling information from memory describes the process of a test. Testing itself is often used for assessment and judgment rather than as a way to further improve learning, although some tests are designed to do both.

It is easy to see why the term ‘testing effect’ is not as mainstream as retrieval practice due to the negative connotations that come with testing, such as exam pressure, stress, anxiety and other mental health problems in addition to suggesting that schools are simply exam factories that continually test children and kill creativity, which is simply not true. Retrieval practice is also intended to be low-stakes or no-stakes (meaning the results do not need to be recorded or shared), unlike a high stake, high-pressure situation such as an external examination. There are also many variations of retrieval practice in the classroom, going beyond traditional testing.

The first ‘Retrieval Practice’ book was met with incredible success. Did you anticipate becoming a best selling author?

I have been absolutely delighted, surprised and overwhelmed by the response to my retrieval practice book! I knew it would be successful because the topic is so important and teachers, like myself, are keen to learn more about it but I didn’t expect it to do as well as it has and it continues to do so.

I did feel slightly out of my comfort zone at times, as I am not a Cognitive Scientist but then I would remind myself this wasn’t an academic book about cognitive psychology; it is very much a teaching and learning book and I am a teacher. I know many schools around the world that have purchased bulk orders for all their staff to read and this has been incredible. I’m aware of educational book clubs that have read and discussed the book. I am very happy that my book has helped promote retrieval practice as a teaching and learning strategy.

What can teachers expect from ‘Retrieval Practice: Implementing, Embedding & Reflecting’?

I didn’t originally plan to write a follow-up book on retrieval practice, but the discussion has moved forward. A lot of schools have grasped and embraced retrieval practice, so this then looks at the next steps of implementing and embedding this strategy across the curriculum. This book focuses more so on question design rather than task design, although both are important, but the previous book contained lots of resources whereas this book contains more reflections and practical advice in addition to a range of superb case studies from different teachers and leaders.

This book contains contributions from leading experts in this field such as Professors Robert and Elizabeth Bjork, Dylan Wiliam, John Hattie, Pooja K Agarwal, Efrat Furst and many more. I really enjoyed engaging with the academic researchers and feel so lucky I am able to include their contributions in my new book!

In addition to this, there is a chapter that focuses specifically on what retrieval practice looks like across different subjects written by subject specialists which is also very useful.

Do you think retrieval practice as a technique is often overlooked in the UAE?

The school I work at, The British School Al Khubairat (BSAK) in Abu Dhabi is clearly leading the way in terms of using, implementing and promoting retrieval practice. Cognitive Science is one of our teaching and learning priorities, as it has been for two years and should continue to be. Retrieval practice isn’t something you try then tick a box and move onto the next big thing. It should continually be used, adapted, and reflected and now we have to use retrieval practice in a different context with online/hybrid learning.

I am aware of other schools such as Dubai College and Jumeirah English Speaking School (JESS) that are also doing great things with retrieval practice in their lessons and with students. Overall, I think there is a long way to go in the UAE and more schools should be embracing this technique.

GEMS Founders School in Dubai are working hard to introduce and implement this strategy with learners of all ages, and this is how it should be done as there is an overwhelming amount of research that suggests retrieval practice is effective for all learners regardless of age and ability.

I am keen to keep promoting retrieval practice in the UAE and if any school leaders or teachers have any questions, they can contact me as I am always happy to discuss this further.

How can teachers be better supported to ensure the technique becomes a familiar classroom routine?

Ultimately, school leaders must be aware of retrieval practice and the benefits of this strategy. Leaders at all levels should be promoting this with their staff and dedicating time for professional learning. There is a vast amount of material available online in terms of the research, resources and blogs written by teachers for teachers. There are also online presentations, many can be accessed via my teaching website, in addition to free online courses; for example, I designed a course for teachers with Seneca Learn. This focuses on the key principles and all teachers receive a certificate on completion.

Although leaders play an important role, as teachers we are responsible for our own professional learning too. Retrieval practice is too important to ignore. All teachers should be using this strategy with all learners in their classrooms. All students and their parents/carers should also be aware of the benefits of this strategy and how they can use these techniques at home to further support and enhance their long-term learning.