Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-2-1-how-long-and-how-often-to-review-material

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# How Long and How Often to Review Material

CPD: The CRAFT of Assessment (by Michael Chiles), topic 2.2.1

## Strategies for Generating Reflective Learners

There are no specific guidelines for when students should review information learnt. But according to research, the most beneficial time to recall information is at the point when we’re about to forget it.

### Advice to give students

![Advice to give students](https://image-v2.cdn.app.senecalearning.com/2018-08/971fb17e-82f3-4628-9d21-8f3856c97422/timer-stopwatch.jpg)

- An effective approach to advocate to our students is that doing short bursts of retrieval every day - in bursts of 30-60 minutes - will be more beneficial than one long seven-hour session. 
- The following slides will contain two strategies for producing reflective learners from Barak Rosenshine's *‘Principles of Instruction’* paper.

### Strategy 1 - begin by reviewing

![Strategy 1 - begin by reviewing](https://image-v2.cdn.app.senecalearning.com/2020-04/57b10f83-f558-4013-a690-3f5f2d5814fd/5-min-.jpg)

- **Begin a lesson with a short review of previous learning. Daily review can strengthen previous learning and can lead to fluent recall.** 
 - Rosenshine highlights from the research that the most effective teachers began their
lesson with a five to eight-minute review of previously covered material. 
 - Teachers use this review time to reflect on vocabulary, formulae, events or previously learnt concepts.

### Strategy 2 - extensive practice

![Strategy 2 - extensive practice](https://image-v2.cdn.app.senecalearning.com/2018-08/9b4b0345-f42a-45c7-8f85-22e4d2aca14d/calendar-january.jpg)

- **Engage students in weekly and monthly review. Students need to be involved in extensive practice in order to develop well-connected and automatic knowledge.** 
 - In his paper, Rosenshine indicates that expert teachers create regular opportunities for pupils to rehearse and review information and, in time, improve learning by recalling information with increased automaticity.

### The problem with NOT reviewing

![The problem with NOT reviewing](https://image-v2.cdn.app.senecalearning.com/2018-08/f654f852-735b-4373-a259-070498fc9887/stressed-man-stressing-thinking.jpg)

- If pupils must work hard to recall previously learnt material whilst learning new material, this can make it difficult for the new material to be received and encoded correctly.

## Test yourself on How Long and How Often to Review Material

- What sort of retrieval sessions should students be aiming for?
- How long did the most effective teachers in Rosenshine's research spend reviewing previously covered material at the start of a lesson?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/0ca96d36-7b23-451b-bac3-a78ec368872f/section/80f4e201-8f6c-4ed4-9dcc-1153414bafc8/session)

- Previous topic: [2.1.2 The Importance of Spacing Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-2-the-importance-of-spacing-learning.md)
- Next topic: [2.3.1 BUG Twist](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-1-bug-twist.md)

## CPD: The CRAFT of Assessment (by Michael Chiles) contents

### 1 ‘C’ - How Can Knowledge be Effectively Condensed?
- 1.1 'C' - Condense
  - [1.1.1 The Basics of Condensing Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-1-1-the-basics-of-condensing-knowledge.md)
- 1.2 Strategies for Condensing
  - [1.2.1 Condensing the PowerPoint](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-1-condensing-the-powerpoint.md)
  - [1.2.2 The Four Cogs to Expert Explanations](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-2-the-four-cogs-to-expert-explanations.md)
  - [1.2.3 Cornell Notes](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-3-cornell-notes.md)

### 2 'R' - How do we Generate Reflective Learners?
- 2.1 Research on Memory
  - [2.1.1 Semantic & Episodic Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-1-semantic-and-episodic-memory.md)
  - [2.1.2 The Importance of Spacing Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-2-the-importance-of-spacing-learning.md)
- 2.2 Timings for Reviewing Previously Learnt Material
  - [2.2.1 How Long and How Often to Review Material](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-2-1-how-long-and-how-often-to-review-material.md)
- 2.3 Strategies for Generating Reflective Learners
  - [2.3.1 BUG Twist](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-1-bug-twist.md)
  - [2.3.2 Low-Stake Spaced Quizzing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-2-low-stake-spaced-quizzing.md)

### 3 ‘A’ - Using Assessment as a Responsive Tool
- 3.1 Formative & Summative Assessments
  - [3.1.1 The Problem of Assessing 'On' or 'Off' Track](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-1-the-problem-of-assessing-on-or-off-track.md)
  - [3.1.2 Summative vs Formative Evaluation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-2-summative-vs-formative-evaluation.md)
- 3.2 Determining Whether Learning has Taken Place
  - [3.2.1 Proxies for Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-2-1-proxies-for-learning.md)
- 3.3 Strategies for Assessing Student Learning
  - [3.3.1 Hinge Questions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-1-hinge-questions.md)
  - [3.3.2 Exit Tickets](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-2-exit-tickets.md)

### 4 'F' & 'T' - Precise Feedback to Feedforward
- 4.1 Giving Effective Feedback
  - [4.1.1 Creating an Effective Feedback Culture](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-1-creating-an-effective-feedback-culture.md)
  - [4.1.2 Effectiveness of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback.md)
- 4.2 Grades
  - [4.2.1 Research on Giving Grades as Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-2-1-research-on-giving-grades-as-feedback.md)
- 4.3 Strategies for Providing Feedback
  - [4.3.1 The Language of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-1-the-language-of-feedback.md)
  - [4.3.2 'In the Moment' Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-2-in-the-moment-feedback.md)