are you familiar with the concepts of spaced practice and retrieval practice?

Yes, I am familiar with the concepts of spaced practice and retrieval practice. Both are evidence-based learning strategies that have been shown to improve long-term retention of information.

1. Spaced practice (also known as spaced repetition or distributed practice) refers to the process of spreading out learning sessions over time, rather than cramming them into a single study session. This method helps to consolidate memories, as it allows the brain to strengthen neural connections and move information from short-term to long-term memory. Research has shown that spaced practice can lead to better retention and recall of information in comparison to massed practice (cramming).

2. Retrieval practice is a learning technique that involves actively recalling information from memory, rather than passively re-reading or re-listening to the material. This process helps to reinforce memory traces, making them stronger and more resistant to forgetting. Examples of retrieval practice include self-quizzing, creating flashcards, or summarizing information in one's own words. Research has demonstrated that retrieval practice can significantly improve learning and long-term retention of information.

Incorporating both spaced practice and retrieval practice into your study routine can lead to more effective and efficient learning, helping you to better remember and apply the information you've learned.

I am planning a two-week unit for 10th graders on rhetorical devices. Design me a unit that uses spaced practice and retrieval practice to make sure students have learned major rhetorical devices by the end of that unit.

Here is a two-week unit plan for teaching rhetorical devices to 10th graders using spaced practice and retrieval practice. This unit covers major rhetorical devices such as metaphor, simile, alliteration, personification, hyperbole, and more.

Week 1

Day 1: Introduction and Overview

1. Introduce the concept of rhetorical devices and explain their importance in literature and persuasive writing.
2. Provide an overview of the major rhetorical devices that will be covered in the unit.
3. Assign students to read a short text or excerpts that contain various rhetorical devices. This will serve as an introductory activity to get them familiar with the devices.

Day 2: Metaphor and Simile

1. Teach the concepts of metaphor and simile, providing examples and explaining their differences.
2. Have students identify metaphors and similes in the assigned text from Day 1.
3. Assign students to write a paragraph using metaphors and similes to describe a topic of their choice.

Day 3: Alliteration and Assonance

1. Teach the concepts of alliteration and assonance, providing examples.
2. Engage students in a group activity to create examples of alliteration and assonance.
3. Assign students to find examples of alliteration and assonance in popular songs or poems.

Day 4: Personification and Hyperbole

1. Teach the concepts of personification and hyperbole, providing examples.
2. Have students identify personification and hyperbole in the assigned text from Day 1.
3. Assign students to write a short poem using personification and hyperbole.

Day 5: Review and Retrieval Practice

1. Review the rhetorical devices covered during the week.
2. Conduct a retrieval practice activity: Divide students into groups and have them create flashcards for each rhetorical device, including definitions and examples. Students should quiz each other using these flashcards.
3. Assign a new text for students to read over the weekend, emphasizing the identification

of the rhetorical devices covered during the week.

Week 2

Day 6: Irony, Oxymoron, and Paradox

1. Teach the concepts of irony, oxymoron, and paradox, providing examples.
2. Have students identify irony, oxymoron, and paradox in the text assigned for the weekend.
3. Assign students to create their own examples of irony, oxymoron, and paradox.

Day 7: Anaphora and Epistrophe

1. Teach the concepts of anaphora and epistrophe, providing examples.
2. Engage students in a group activity to create examples of anaphora and epistrophe.
3. Assign students to find examples of anaphora and epistrophe in famous speeches or poems.

Day 8: Euphemism and Understatement

1. Teach the concepts of euphemism and understatement, providing examples.
2. Have students identify euphemism and understatement in the text assigned for the weekend.
3. Assign students to write a short dialogue using euphemism and understatement.

Day 9: Review and Retrieval Practice

1. Review the rhetorical devices covered during the week.
2. Conduct a retrieval practice activity: Use a quiz or game format (e.g., Jeopardy-style) to test students' understanding of the rhetorical devices covered during the entire unit.
3. Assign students to read a new text and prepare a presentation on the rhetorical devices found in it for Day 10.

Day 10: Presentations and Unit Wrap-up

1. Have students present their findings on the rhetorical devices used in the text they were assigned.
2. Provide feedback on the presentations, highlighting effective use of rhetorical devices and areas for

can you explain how this unit plan reflects principles of spaced practice and retrieval practice?

Certainly! This unit plan incorporates principles of spaced practice and retrieval practice throughout the two-week period to help students learn and retain information about rhetorical devices.

Spaced Practice:

1. The unit plan spreads the learning of different rhetorical devices across multiple days, rather than trying to cover all devices in a single session. This allows students to focus on a few devices at a time and prevents cognitive overload.

2. By assigning relevant reading materials at different points throughout the unit (Day 1, Day 5, and Day 9), students are exposed to examples of rhetorical devices in context multiple times. This helps reinforce their learning of the devices and encourages them to practice identifying and understanding the devices in different contexts.

3. Review sessions (Days 5 and 9) are strategically placed within the unit to help students consolidate their learning and strengthen their memory of the rhetorical devices. These review sessions also provide opportunities for students to clarify any misunderstandings or misconceptions.

Retrieval Practice:

1. Throughout the unit, students are engaged in various activities that require them to actively recall and apply their knowledge of rhetorical devices. For example, they are asked to identify devices in assigned texts, create their own examples, and analyze devices in popular songs, poems, and speeches.

2. The retrieval practice activities on Days 5 and 9 (flashcard exercise and quiz/game) further reinforce students' learning by requiring them to recall the definitions and examples of rhetorical devices from memory. These activities help strengthen the memory traces associated with each device, making it easier for students to remember and apply the concepts in the future.

3. The final presentation on Day 10 serves as a culminating retrieval practice activity, requiring students to analyze a new text and present their findings on the rhetori

cal devices used. This activity not only assesses their understanding of the devices but also demonstrates their ability to apply their knowledge in a real-world context.

By incorporating spaced practice and retrieval practice throughout the unit, this plan aims to help students build a strong foundation in understanding and applying rhetorical devices, leading to better long-term retention and improved performance in related tasks.

I would characterize the final presentation as a traditional assessment. How might I make it more performance-based?

You're correct that the final presentation can be considered a traditional assessment, as it mainly focuses on students demonstrating their understanding of rhetorical devices. To make it more performance-based and provide students with an opportunity to apply their knowledge in a meaningful and authentic context, you can modify the final task as follows:

Rhetorical Device Application Project

1. Divide students into small groups (3-4 students per group) and assign each group a specific topic or issue relevant to their interests or current events (e.g., climate change, social media use, mental health).

2. Instruct each group to develop a persuasive presentation or speech on their assigned topic, incorporating the rhetorical devices they have learned throughout the unit. Encourage them to use a variety of devices effectively to enhance their persuasive message. Provide guidance on the desired length and format (e.g., PowerPoint, video, live speech).

3. Give students time to plan, create, and practice their presentations or speeches. Encourage them to collaborate, discuss their choices of rhetorical devices, and provide feedback to each other.

4. On the final day(s) of the unit, have each group present their persuasive presentation or speech to the class. Encourage the audience to take notes on the rhetorical devices used by the presenters.

5. After each presentation, facilitate a class discussion focusing on:

   • The rhetorical devices used in the presentation
   • The effectiveness of the devices in enhancing the persuasive message
   • Suggestions for improving the use of rhetorical devices in the presentation

6. Assess the performance-based project based on criteria such as:

   • The effective and appropriate use of various rhetorical devices
   • The clarity and persuasiveness of the presentation or speech
   • The ability to justify and explain the choice of rhetorical devices
   • The quality of col

laboration and feedback within the group

By making these adjustments, the final assessment becomes more performance-based, as it requires students to apply their knowledge of rhetorical devices in a real-world context, collaborate with their peers, and reflect on their choices and the effectiveness of their communication.

Does this new performance-based assessment still align with principles of spaced practice and retrieval practice?

Yes, this performance-based assessment still aligns with the principles of spaced practice and retrieval practice, though the focus shifts more towards the application of knowledge in an authentic context. Here's how the assessment aligns with these principles:

Spaced Practice:

1. Throughout the unit, students have learned about various rhetorical devices over multiple days. By the time they work on the performance-based assessment, they would have had several opportunities to encounter and practice using these devices.

2. The assessment requires students to apply their knowledge of rhetorical devices to create a persuasive presentation or speech. This further reinforces the learning of the devices and encourages students to practice identifying and understanding the devices in different contexts.

3. As students work on the performance-based assessment, they will continue to engage with the rhetorical devices, strengthening their memory and understanding of the concepts.

Retrieval Practice:

1. While working on the performance-based assessment, students will need to actively recall their knowledge of rhetorical devices to create a persuasive presentation or speech. This requires them to retrieve information about the devices and their applications from memory, reinforcing their learning.

2. The class discussion after each presentation provides an opportunity for the audience to engage in retrieval practice by identifying the rhetorical devices used by the presenters and evaluating their effectiveness.

3. Although the assessment focuses more on the application of knowledge, students will still be retrieving and demonstrating their understanding of rhetorical devices. This helps strengthen the memory traces associated with each device, making it easier for them to remember and apply the concepts in the future.

In summary, the performance-based assessment still aligns with the principles of spaced practice and retrieval p

ractice, as it requires students to apply their knowledge of rhetorical devices in an authentic context, actively recall information, and engage with the material over an extended period of time.

OK, rewrite your unit plan. Wherever you mention providing examples, please include examples. Also, replace the final traditional assessment with the performance-based assessment