Whether we are in a teaching or learning situation – and whether in the context of initial or continuing training – a fundamental question arises: how can we manage to get the material to sink in so that we can remember it sustainably over time? A legitimate question, and not necessarily a bad one… but perhaps there is a better question to ask: to be able to better “sink in” the material, wouldn’t it be more appropriate to try to “get it out”? This is the subject of one of the most effective learning strategies to date: the practice of retrieval.
What is retrieval practice, and what are its benefits in terms of learning?
Even though mentalities and teaching practices are evolving, when we think about teaching and learning, we still naturally ask ourselves the question of how to transmit content or information to our learning community. The practice of retrieval goes against the grain. Instead, it invites us to ask the question: “How can I enable the members of my learning community to get the information out?” 1
In this sense, retrieval practice is conceived as a student-centered learning strategy. It aims to create the conditions to enable individuals to recall, recognize, and reconstruct the memory built on the knowledge developed during their initial learning. Retrieval practice has been observed to improve learning in a wide variety of educational contexts, regardless of the type of content taught and the format. Research on retrieval practice has significantly highlighted benefits for learning, whether in primary, secondary, or higher education.
1. Retrieval practice improves retention and transfer of learning
When compared with more traditional learning strategies (which do not involve active recall of learned information), retrieval practice appears to generate more accessible and lasting memories. It has been observed that individuals who use retrieval practice recall information better and more easily than individuals who do not. Retrieval practice may thus improve information retention over periods ranging from several months to several years.
Furthermore, it would also help to promote the recall of information unrelated to the initial learning (such as other prior knowledge) and thus promote connections between them. And even if the transfer of learning remains a Holy Grail that we have not yet managed to decode, retrieval practice seems to constitute an essential component of it. It would thus allow the production of knowledge not directly related to the initial learning and which can be transferred to different contexts. For example, in learning to solve procedural problems, using retrieval practice allows the construction of a mental schema through repetition, which will develop the ability to be able to solve other similar problems.
2. Retrieval practice promotes metacognition
To achieve a desired outcome, learners need to be able to control their learning process. Beyond its beneficial effects on retention, retrieval practice also appears to be beneficial in terms of developing metacognitive skills. Actively engaging in retrieval practice (rather than simply reading or rereading the material) would allow individuals to better self-regulate by identifying where they are in this process and adjusting their focus as needed. This would allow them to better reflect on the knowledge developed and identify topics that still require clarification. 5
During an intervention aimed at explaining the importance of metacognition and using effective learning strategies (such as retrieval practice), individuals demonstrate better judgment skills regarding their actual knowledge. In addition, they use retrieval practice more than individuals who have not benefited from this intervention, and they demonstrate greater awareness of the learning strategies used. As we will see later, we can already see the importance of a significant element in the process: the presence of qualitative and regular feedback.
3. Recovery practice helps you cope better with stress
Studies show a negative effect of stress on learning. In particular, stress significantly impairs memory recall: the more stress one feels, the more difficult it will be to remember necessary and relevant information (for example, during a test or exam). But it seems that the quality of encoding during the initial learning period plays an important role in this process. Thus, when a recall test is carried out on individuals in a stressful situation, it is observed that those who studied using retrieval practice obtain better results than those who studied traditionally. 7
Retrieval practice, therefore, appears to be an interesting learning strategy. By strengthening the encoding of initial information in memory, it would protect it against the undesirable effects of stress. Compared to more traditional and less effective learning strategies (such as simply reading or rereading the material), actively exercising memory recall would consolidate the connections between the concepts learned. This would also create several paths in memory to access knowledge. The more we repeat this process, the more different paths we create, a bit like mentally creating a plan B, C, D, etc, to better access the information. Under stress, if we forget path A, we would still have other paths to reach the information, which seems less likely to be the case with traditional learning strategies.
How to Promote Better Learning: 4 Principles for Implementing Retrieval Practice
Retrieval practice is not a difficult strategy to implement. Anyone can easily implement it, whether in a personal learning process or a teaching process (as a trainer or member of the teaching staff). Retrieval practice can be represented as a strategy composed of four fundamental blocks (or principles). When stacked on top of each other, these blocks help build the foundations for creating and reactivating sustainable mental patterns. These four principles are: test, repeat, space out, nd provide feedback 8
1. Test yourself to consolidate what you have learned
The essential principle of retrieval practice is to test yourself based on the material to be assimilated or the procedural skills to be acquired. This will allow you to create a mental schema. Reactivating this mental schema will allow for better consolidation, which will promote better long-term memory retention . Several test formats can take shape: from simple quizzes to multiple-choice questions, including practical application exercises, flashcards, and even peer assessment. The simple technique of free recall ( or brain dump ) can already do the trick by trying to actively remember the material studied without using notes or any teaching materials. This technique can be carried out with or without clues (the most effective being to do it without clues).
2. Repeat to further consolidate
The more we use retrieval practice, the more we consolidate the mental schema. And the more we repeat the process (including new information), the more we create connections between concepts, and the more the schema becomes enriched and strengthened. This phenomenon, by which we reactivate and update our memories, is called reconsolidation. The number of repetitions necessary for long-term retention depends on the quantity, complexity, and nature of the material to be learned. It is therefore difficult to give you a ready-made recipe or to give you a minimum number of reactivations to guarantee a certain level of retention. Everything will depend, among other things, on the material to be studied and the characteristics specific to each individual (in particular, levels of prerequisites, interest, etc.).
However, it can be observed that, depending on the subjects and the individuals, the practice of retrieval ends up reaching a threshold beyond which its benefits become marginal. This can be explained by the lack of novelty: the more we repeat the material, the less it seems new to us, which would no longer generate sufficient reconsolidation. This is when the spacing effect takes over…
3. Space out to promote retention
Leaving aside any specific learning strategy, we already observe that simply spacing out study sessions improves learning. Combined with retrieval practice, we then see that this spacing effect produces significant results, provided that the optimal interval between sessions is found. But, as with the previous point, there is no magic wand or miracle solution.
According to studies, shorter intervals could be recommended at the beginning of the learning period (when the material is still completely or partially new). Then, gradually, these intervals could be spaced out more over time to promote retention over increasingly longer periods (several months, or even several years). This is what is called an extended recovery interval. Beyond its beneficial effects on learning, spacing out sessions will also allow learners to avoid cognitive overload.
4. Provide feedback to develop metacognition
As such, feedback is not strictly necessary to implement the retrieval practice. However, it is observed that the presence of feedback can significantly improve its effects. Moreover, from a pedagogical point of view, including feedback will allow learners to better position themselves with regard to their learning .
We can also observe that, when faced with corrective feedback, individuals demonstrate better reconsolidation. This can be explained by the fact that feedback allows them to monitor their learning. In other words, it allows them to know where they are, to point out elements already well assimilated, and to highlight gray areas that require better study on their part. In this sense, feedback allows them to develop their metacognitive skills by taking a step back from their situation at a given moment (and to be able to possibly adjust their aim if the need arises.
