… war mir als Begriff bis­lang unbe­kannt, aber das dahin­ter ste­hen­de Kon­zept ist mir sehr vertraut:

You might ask stu­dents ques­ti­ons during class, give quiz­zes and exams, and/or pro­vi­de home­work as a way to “prac­ti­ce” what was lear­ned – the­se are all examp­les of what we call retrie­val prac­ti­ce. The big dif­fe­rence, howe­ver, is that retrie­val should be used as a lear­ning stra­te­gy, not an assess­ment tool. In fact, rese­arch demons­tra­tes that retrie­val is a more potent lear­ning stra­te­gy than other tech­ni­ques com­mon­ly used in class­rooms, such as lec­tu­ring, re-rea­ding, or taking notes. So, ins­tead of asking stu­dents to retrie­ve infor­ma­ti­on only during assess­ments, encou­ra­ge retrie­val during lear­ning to impro­ve stu­dents’ under­stan­ding and reten­ti­on of class­room material.

Bei­spie­le fürs „Retrie­ven“ sind mei­ne diver­sen Wett­be­wer­be und die Wie­der­ho­lung „aus dem Kopf“.

Schau dir die­sen Retrie­val Prac­ti­ce Gui­de (pdf) an, dann wirst du auch ein Gol­den Retrie­ver.