Just finished reading a paper (Techniques for scaffolding retrieval practice: The costs and benefits of adaptive versus diminishing cues) (Fiechter & Benjamin, 2019) that compared adaptive cue retrieval practice (ACRP), diminishing cues retrieval practice (DCRP), and

standard retrieval practice (RP). Both ACRP and DCRP yielded better results than RP...which typically yields better results than restudy conditions with or without feedback.

ACRP and DCRP yielded quite similar results across the experiments, but ACRP was much more

time-consuming than DCRP.

I've previously written about DCRP here:

https://theeffortfuleducator.com/2020/05/18/diminishing-cues-retrieval-practice/

I'm keen to really think about when and how to incorporate DCRP into my class. How do I make it accessible for my students? How do I create a template (or something else) that enables

my students to use this in other classes and at university, if need be?

An extremely large amount of evidence supports the use of RP over restudy for long-term retention of material. So, using RP is almost always your best bet. But, the intricacies of RP are super interesting

to me...pre-test with RP? during-lesson RP? at the end of the lesson? wait until the next day? next week? provide feedback? when to provide feedback? provide cues? diminish cues? adaptive cues? accumulate cues?

While I know realistically there will never be a definitive

answer for 'what is the best retrieval practice?' I am thoroughly enthralled by the research being conducted and really appreciate the work of these researchers. They are a major piece of the puzzle to improving education...and I don't think we give them enough credit.

Heck, I don't think many (most?) even see them as a puzzle piece at all...

Without their work, we'd still be accessing left-brain vs. right-brain students and teaching to preferred learning styles (I know some still are...yikes).

What we need now is an effective way for researchers and teachers to communicate. Working together, researchers can pick the brain of teachers and find out what needs to be researched. What needs to be improved? What are researchers doing that wholly don't apply in the classroom?

And teachers need researchers. We (I am a teacher) need their findings to improve our instruction. Without it, we are flying blind with respect to what works in the classroom.

Teachers, I know it may be a bit intimidating to talk to researchers...but don't be intimidated.

I've worked with many and they are all lovely. They want our knowledge. They realize our worth. They 100% don't think they are better than teachers. In fact, I believe many are secretly intimidated by what we do.

Researchers, don't be afraid to talk to a teacher.

We've got a lot to share. We probably don't know all of statistically jargon, but we'll listen and we want to understand. Just be patient and realize there are a ridiculous amount of acronyms on our side of this, too.

Teachers, if you know a researcher and you're thankful for what they do, if you really enjoyed one of their papers or their work's direction in general...tell them. Send them an email. Send them a tweet.

Researchers, if you know of a teacher who's doing great things in the classroom...tell them. Send them and email or tweet.

So, let's figure out a way to work together to improve our work, improve education, and show some gratitude along the way...we all want to feel valued. That's it. That should be the goal. Everyone working towards being better for students and the entire world.

The end.