Retrieval practice is one of the most effective methods of learning and remembering information for long-term use. During retrieval practice, students “retrieve” what they know about a topic or lesson out of their memory. Retrieval practice requires effort on the part of the student to recall specific information, which is beneficial to improving learning and strengthening students’ memory. Retrieval practice can be “…a no-stakes learning opportunity that increases student performance, beyond formative and summative assessments” (Agarwal & Bain, 2019, p.4).
In general, giving students multiple opportunities for practice and retrieval will break up a lecture with short brain breaks and prove valuable in the effective learning process. If we can work these methods into our instruction and teach students how to use them on their own, our students stand a much better chance of actually remembering our material (Gonzalez).
Effective Learning and Studying Strategies Examples adapted from ASEE:
Spaced practice and interleaving
Spaced practice: Study material over longer, spaced intervals instead of cramming. For example, review material a day after class and then again a few days later, and so on.
Interleaving: Mix your practice of different subjects or skills together. For instance, instead of doing all your math problems in one go, mix problems from different chapters to improve your ability to switch between concepts.
Jot Recall (Oakley, et al., 2021, p. 12-13)
Students check understanding of concept by recalling information without aids.
Promotes retrieval and spaced repetition to reinforce long-term memory.
Can be used in class or out of class as a study technique.
Pause and have students use a blank piece of paper to recall concepts by writing notes or making a drawing
Have students compare and discuss within a small group
Retrieval practice and elaboration
Retrieval practice: Actively recall information from memory rather than just rereading notes. This can be done by testing yourself with practice questions or by explaining concepts aloud in your own words.
Elaboration: Expand on new information by asking questions and connecting it to what you already know. For example, relate new theories to real-life situations or stories.
Notetaking (Oakley, et al., 2021, pp. 25, 30-31)
Students are offered handouts or outlines of lecture materials to assist with notetaking.
Helps students actively engage with class material, instead of struggling to make sense of content and take notes at the same time.
Provides better studying references.
Scaffolding (Alber, 2011 and “Scaffolding,” n.d.)
Students move incrementally (via ‘scaffolds’) towards a deeper understanding of material.
Allows students to gradually build understanding.
Consider that students come to your classroom with varying backgrounds, experiences, and abilities.
Varied Practice (Oakley,, et al., 2021, p. 7)
Incorporating opportunities for students to practice what they’re learning in different ways and contexts.
Helps students consolidate material.
Aids long-term memory.
Other effective strategies
Dual coding: Combine words with visuals. Create concept maps, diagrams, or sketches to represent information, which can lead to a deeper understanding.
Concrete examples: Think of specific examples and non-examples to clarify the meaning of a concept.
Teach others: Explaining a concept to someone else is a powerful way to solidify your own understanding.
Elaboration: Students take the time to ask themselves complex and open-ended questions about the content they are learning or studying. This improves learning and goes beyond simple recall of information.