RETRIEVAL PRACTICE IN FIRST YEAR OF SECONDARY EDUCATION

<< Background >>We called for the RETPRAC project to address the urgent need for effective teaching strategies in secondary education. Recognising the importance of evidence-based practice, we seek to improve student learning outcomes through the implementation of retrieval practice. This approach aims to facilitate the recall and application of knowledge, fostering deeper understanding and retention. Our aim was to bridge the gap between research findings and classroom practices by providing teachers with practical resources that they can easily use and refer to when planning their lessons. RETPRAC grew out of a shared commitment to improving pupils' learning, and to ensuring the inclusion of all learners. In applying for this project, we sought to collaboratively produce a range of materials aimed at an international audience of teachers, while taking advantage of the exchange of knowledge and best practice between educators. Ultimately, we aim to cultivate a culture of scientifically evidence-based teaching that prioritises student success and engagement. Through RETPRAC, we are addressing the need for innovative, evidence-based teaching approaches and laying the foundations for lasting improvements in education.<< Objectives >>The primary aim of the RETPRAC project was to improve student learning and retention by enhancing teachers' ability to implement retrieval practice, a scientifically supported teaching approach. Our objectives were multifaceted:- INCREASE TEACHER EFFECTIVENESS: To train teachers in effective retrieval practice methods to enhance classroom instruction and enable them to teach these strategies to students, ensuring that practices both inside and outside the classroom are effective in improving student learning.- STUDENT EMPOWERMENT: Providing students, especially those entering the first year of secondary education, with retrieval practice strategies to strengthen their study skills, improve their academic performance and increase their motivation.- INCLUSIVITY IN EDUCATION: Addressing the diverse needs of all students, including those with specific learning difficulties, by adapting retrieval practice strategies to different learning needs and backgrounds.- DISSEMINATION OF GOOD PRACTICES: Sharing the developed results through a playbook, some training materials, and dissemination activities to ensure that the benefits of the project extend beyond the immediate educational centres involved in the project.<< Implementation >>During the 16 months of RETPRAC, we successfully implemented the four main planned activities:- DEVELOPMENT OF A PLAYBOOK: We conducted extensive desk research and gathered feedback from education stakeholders. This formed the basis of the playbook, which provides detailed, evidence-based strategies for implementing retrieval practice in the classroom. The playbook was developed, reviewed and translated into several languages.- TEACHER TRAINING: Together, ORIGAMI and RHIZO schools designed and delivered targeted training for our teachers. These sessions used the playbook and other materials to improve teachers' understanding of retrieval practice strategies. - ORGANISATION OF EVENTS: Events were held in Madrid and Kortrijk to disseminate and discuss RETPRAC's results. These events mainly attracted teachers and school leaders.- COMMUNICATION: We carried out extensive dissemination activities (e.g. using partner websites and Erasmus+ platforms). These activities were designed to maximise the reach of the project, ensuring that educators and institutions across Europe could access and implement the resources developed.In general, there was a high level of satisfaction with the implementation of all these activities.<< Results >>As expected, RETPRAC achieved significant outputs that positively impacted both teaching practices and student learning:- PLAYBOOK DEVELOPMENT: It includes a theoretical first part to understand the science behind retrieval practice and other related strategies, and a second part with tips on how to avoid mistakes and step-by-step instructions on how to implement retrieval practice in the classroom and different examples. The last part contains additional content such as infographics.- TRAINING: Over 16 teachers from RHIZO and ORIGAMI received intensive training. Feedback from these sessions was positive, highlighting the relevance of the content and the immediate changes they saw in their students' knowledge retention.- EDUCATIONAL EVENTS: Two major events, one in a large university in Madrid and the other in Kortrijk, attended by the entire board of directors of the RHIZO Centres, directly reaching over 40 educational stakeholders.- DISSEMINATION ACTIVITIES: we published a total of 6 articles on the schools' websites with their respective social network posts, we disseminated the project results in eTwinning, E+PRP and in more than 10 Facebook education groups, and we also managed to publish the playbook on Amazon.