Retrieval Practice
Overview
Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding. Retrieval practice is based on the theory that the act of retrieving information from memory strengthens that memory by building connections to other ideas. It also supports learners' Metacognition by giving them insight into what they do and do not know, and therefore what they may need extra practice with. Retrieval practice can be applied in many ways, including flashcard quizzes, practice tests, and open-ended writing of remembered information. Similar to spaced practice, retrieval practice can often cause a level of “desirable difficulty” during productive struggle when retrieving information, and can actually improve retention. Feedback following retrieval practice is a key aspect of the learning process, helping to correct any inaccuracies or knowledge gaps. In addition, retrieval practice works best when paired with spaced practice, spacing out the retrieval sessions over time. When used effectively, retrieval practice encourages recall as a way to scaffold students in building durable connections to new learning.
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Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Instructional Approaches Strategies
Flipped learning is when the delivery of traditional content (i.e., lectures, and videos) occurs outside of the classroom, allowing class time to be used for more active and application-based activities.
Read-alouds are an instructional practice in which teachers read aloud from a text to students, modeling fluent reading, asking questions, and actively engaging with students to enhance their understanding.
Spaced practice is a learning strategy that deliberately spaces out learning or study sessions over varying periods of time, with the purpose of increasing retention, understanding, and long-term knowledge acquisition.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
