Biological Molecule Retrieval Practice

Today´s research shows that retrieval of memory produces a better long-term retention of material than simple restudy of material (rereading notes or highlighting information). For this reason, I have been using it in my classroom to help my students perform better in examinations (I teach A level and GCSE classes).

Retrieval practice helps my students recall information they have learned, but more importantly, it highlights material that they have not learned well or have not understood.

Retrieval practice is easy to implement in the classroom, and it can be presented in many forms from a simple question and answer session, a quiz or a brain dump.

I have spent the last two years working on different resources so students are not bored with the activity. It also sets a bit more of a challenge.

When using these resources, I frequently use them as again a month or two after completing a topic as this spacing ensures material is not being “forgotten”. My students see the benefit of this, especially as we have exams in January and May so it keeps the content fresh.

Resources in this pack:

Cops vs Robber - one of my favourites. Students write down what they remember about a topic (brain dump) in the cops section. They can then write down facts stolen from a neighbour in the robber section. This activity is great for weaker students who cannot remember a lot of facts but also helps highlight what they need to now focus on.

Wordsearch - students search for words related to the topic they have studied. The number of words is given but not the word itself. Once students find the word, they must define it.