Summer Reading Book Review: “Retrieval Practice 2: Implementing, Embedding & Reflecting” by Kate Jones

Summer’s here, and Tech-Based Teaching is hitting the books! In this series, we’ll be looking at books about teaching, learning and more. Be sure to check back for new reviews over the summer! ☀️

June’s book is the sequel to Kate Jones’s Retrieval Practice: Research & Resources for Every Classroom, aptly titled Retrieval Practice 2: Implementing, Embedding & Reflecting.

Overview

Retrieval Practice 2: Implementing, Embedding & Reflecting was published in early 2021. Rather than focusing on the why of retrieval practice, this book centers on the how. It covers hands-on implementation of retrieval practice in the classroom, including troubleshooting and providing ideas for specific tools to use. It does not cover the cognitive aspects of retrieval practice in depth, which were discussed in the first book.

Jones is an advocate of retrieval practice, and her experiences with its use are threaded throughout the book. She also calls upon the opinions of experts, including cognitive scientists and experienced teachers. This book is filled with quotes and case studies, and despite its slim size, it packs quite a bit of information.

The book is divided into four chapters, which follow a preface and an introduction. The introduction gives a brief refresher on retrieval practice — what it is and how it will be explored throughout the book. Jones expects readers to be familiar with the concept, so she doesn’t go deep into explanations. Additionally, a theme of using “evidence-informed” rather than “evidence-based” teaching practices begins to emerge, which considers how sterile science translates into messy classroom practice.

Chapter 1 covers research updates since the previous book. Chapter 2 looks at what teachers get wrong about retrieval practice, offering suggestions for fixing common issues with its implementation. Chapter 3 is topical for the time of publication, looking at retrieval practice as a component of pandemic-forced remote learning. Finally, chapter 4 gives case studies and examples of retrieval practice being used in different subjects, such as drama, economics and more.

A Closer Look

This book is very much meant to be read as a companion to Jones’s previous title, although a basic knowledge of why retrieval practice works is sufficient background to understand the first chapter’s research. The quotes from cognitive scientists used as support for research claims is compelling, and explanations of what constitutes retrieval practice help to make sure both Jones and her readers are on the same page.

As mentioned, this isn’t a terribly long book, clocking in at fewer than two hundred pages. That said, while references are included in the text, the actual content continues to the end of the book — there’s not 20 pages of citations to cut things short! Clearly delineated sections make it easier to find specific information. This is especially true of chapter 2, where each subheading suggests a specific mistake (like “Allowing retrieval practice to hijack a lesson”), making skimming easy.

As a sequel, this book doesn’t feel like a retread of previous materials, likely due to the shift from theory to practice. While the first book did include case studies and examples, Retrieval Practice 2: Implementing, Embedding & Reflecting feels both micro and macro in scope. Chapter 2 looks at small mistakes, while encouraging a school-wide adoption of retrieval practice. Chapter 3 shares specific technologies for remote retrieval practice while discussing the sea change in education wrought by the pandemic. Chapter 4 includes new materials by virtue of its case-study focus.

Takeaways

Retrieval Practice 2: Implementing, Embedding & Reflecting has many takeaways, although what you take most from it will depend on why you’re reading. If you want to know more about retrieval practice, the initial research chapter may deepen your understanding of the practice, but Jones’s first book will be more useful. If you want to know more about how to use retrieval practice, however, you’ll likely find this book engaging.

Chapter 4 will be helpful for readers looking to match retrieval practice to their particular subject. For example, in the chapter, an art teacher shares how she uses a “show me how you know” practical task to pair physical actions with retrieved knowledge. This teacher is just one of many to share their experiences, and each person interprets retrieval practice in a slightly different way. If you mesh with one person’s ideas in particular, their bio may list social media handles, where you can follow them for more.

The third chapter, which focuses on retrieval practice within the context of the COVID-19 pandemic, may lose its urgency over time. That said, even if remote learning disappears, the list of edtech tools will remain helpful. Educational technology and retrieval practice have always had a connection — one of the tools, Anki, has long been a darling in the language learning community — but this chapter more explicitly shares how tools can be used for deeper integrations.

Retrieval Practice 2: Implementing, Embedding & Reflecting is worth a read if you’re looking to implement retrieval practice into your classroom on a greater scale. In fact, Jones encourages it: limited adoption of retrieval practice is one of the mistakes listed in the second chapter! Given the breadth of viewpoints and the links to outside research, this book could be a stepping-stone for not only learning about retrieval practice but also becoming a more evidence-informed educator.

If you’ve read this book, what did you think of it? Share your thoughts below.

For more book ideas, check out this guide for a list of brainy books.

About the blogger:

Jesika Brooks

Jesika Brooks is an editor and bookworm with a Master of Library and Information Science degree. She works in the field of higher education as an educational technology librarian, assisting with everything from setting up Learning Management Systems to teaching students how to use edtech tools. A lifelong learner herself, she has always been fascinated by the intersection of education and technology. She edits the Tech-Based Teaching blog (and always wants to hear from new voices!).