Retrieval practice

Retrieval practice is an active learning strategy that involves trying to recall information strictly from memory. This approach is thought to be particularly effective because attempting to recall learned information in this manner forces students to pull their knowledge out of their minds and examine what they know. The effort to recall information typically requires some amount of struggle. This struggle ultimately helps to improve memory and reinforces learning. As a result, retrieval practice is a valuable tool for boosting learning in the classroom.

When it was first studied, retrieval practice was originally known in the field of cognitive science as “the testing effect.” Their research revealed that tests and quizzes significantly improved learning. Modern researchers have also found that the use of flashcards, practice problems, writing prompts, and other similar devices are a good way to improve learning via retrieval practice. Studies have also shown that retrieval practice is effective for long-term memory formation and is often more effective at enhancing learning than study guides, lectures, or simple re-reading.

Background

Active learning strategies focus on the learner, emphasizing what the learner does and thinks, as well as how the learner behaves. In doing so, active learning strategies help students apply learning to a wide array of problems and contexts. It also affords them increased autonomy over their own learning. In short, active learning strategies allow students to be active participants in the learning process.

Retrieval practice is one of many active learning strategies utilized in modern classrooms. One unique active learning strategy that has become more common with the increasing integration of technology in American schools is based on the use of game-based learning platforms. Game-based learning platforms complement the education process and offer a way for students and teachers to better meet learning objectives. Playing educational computer and video games is a useful method of active learning and a fun and engaging way for students to improve their memory and boost their knowledge retention.

Reciprocal questioning is another valuable active learning strategy. In reciprocal questioning, students engage in an open dialogue during which they take on the role of teacher and formulate their own questions about a particular topic or lesson. By immersing them in the learning process, reciprocal questioning contributes to students’ comprehension of course material.

The pause procedure is an active learning strategy in which teachers insert strategic pauses into their lectures so as to give students a chance to discuss their notes in pairs. This allows students to clarify key ideas, solve problems, and raise questions.

The muddiest point technique is an active learning strategy in which students are encouraged to make notes on the most confusing or unclear part of a lesson or assignment. This approach affords students the opportunity to think about the lesson and identify the concepts that require further attention.

Role play, cross-age peer tutoring, and other peer teaching activities are other examples of valuable active learning strategies. Such activities improve key educational skills and behaviors such as peer interaction, group processing, and accountability.

Rotating chair group discussions are an active learning strategy in which students actively listen to a lineup of speakers who adhere to established patterns of guiding discussion and summarizing important points. Such discussions are valuable because they provide students with a way of directly engaging with course material.

Overview

Retrieval practice is a form of active learning in which the action of recalling information is used to enhance learning. To fully appreciate why retrieval practice is so effective as a method of active learning, it is first necessary to examine how memory works. Memories are not fixed objects. Rather, they are malleable things formed when neurons reach out to each other through special connections known as synapses. When a set of neurons fires off simultaneously, a pattern called an engram is formed. Recalling a memory associated with a particular engram will cause that engram to light up again. As a result, memories only gain a degree of permanence through retrieval. Ultimately, repeated retrieval strengthens memories and helps clarify unclear information through the addition of further details. This is why retrieval practice is a valuable learning strategy.

In its simplest form, retrieval practice is the act of trying to remember information. Attempting to recall learned concepts increases the permanence of students’ memories of what they have studied and thereby enhances learning. Since it is an active learning method, retrieval practice is a much more effective approach to ensuring that students actually absorb information than, for example, basic re-reading. Retrieval practice is also effective because it requires a greater degree of effort. Tapping into memories to recall information involves some amount of mental effort that may feel like a struggle for students. That struggle, however, is a key element of effective learning that is far more beneficial in the long run than just listening to lectures, taking notes, and re-reading.

Retrieval practice can be utilized in many ways in the classroom. One possible approach is the think-pair-share approach. Similar to the pause procedure, think-pair-share is an instructional strategy in which the teacher pauses a lecture, offers students a question to consider, pairs the students with partners, and encourages these student pairs to develop a response to the question. This process requires students to recall and share information with their partners. To maximize the retrieval practice potential of a think-pair-share exercise, teachers can ask students to individually write responses to the question before they exchange ideas in their groups.

Retrieval practice can also be achieved through low-stakes quizzes. Since they are not meant to be scored, low-stakes quizzes afford students the opportunity to engage in retrieval practice without the added pressure of having to worry about their grade performance. Used in this way, low-stakes quizzes act as a learning strategy instead of an assessment tool.

Another way to encourage retrieval practice is through a special classroom activity known as a brain dump. In brain dumps, students are asked to write down everything they know about a particular topic. This provides students with the opportunity to recall everything they have learned about the topic in question and improve their memory in the process.

Using flashcards is yet another good way to introduce retrieval practice into the learning process. When students encounter a familiar prompt displayed on a flashcard, they often tell themselves they know what it means and then flip it over to see if they are correct. However, if they take a little extra time to actually recall the correct answer before flipping over the card, they will get the added benefit of strengthening their understanding through retrieval practice.

Researchers continue to find benefits of using this learning method across academic subjects, age groups, and cognitive abilities. Retrieval practice has demonstrated efficacy in long-term learning and may help improve students’ abilities to recognize the strengths and weaknesses in a subject (metacognition), aiding in study habits and building confidence. In a phenomenon called the “forward testing effect,” some research indicates that retrieval practice may help prepare the brain to retain new material in the future.

Bibliography

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Ferlazzo, Larry. “Ten Ways to Use Retrieval Practice in the Classroom.” EducationWeek, 21 Feb. 2021, www.edweek.org/teaching-learning/opinion-ten-ways-to-use-retrieval-practice-in-the-classroom/2021/02. Accessed 18 Dec. 2024.

Gonzalez, Jennifer. “Retrieval Practice: The Most Powerful Learning Strategy You’re Not Using.” Cult of Pedagogy, 24 Sept. 2017, www.cultofpedagogy.com/retrieval-practice. Accessed 18 Dec. 2024.

Jones, Kate. Retrieval Practice 2: Implementing, Embedding & Reflecting. John Catt Educational Ltd, 2021.

Raudys, Justin. “8 Active Learning Strategies and Examples.” Prodigy, 17 Apr. 2018, www.prodigygame.com/blog/active-learning-strategies-examples. Accessed 18 Dec. 2024.

“Retrieval Practice.” UC San Diego Department of Psychology, 2020, psychology.ucsd.edu/undergraduate-program/undergraduate-resources/academic-writing-resources/effective-studying/retrieval-practice.html. Accessed 18 Dec. 2024.

“What Is Retrieval Practice?” Retrieval Practice, www.retrievalpractice.org/why-it-works. Accessed 18 Dec. 2024.