Take 2 for Teaching & Learning - Retrieval: Enhancing the Impact of Your Teaching

Early in my career, I had the privilege of serving as an academic advisor. I often had the opportunity to make suggestions to help students improve academically. Popular advice then was to reread a chapter or review notes from an earlier class. I can actually hear myself giving this advice. We have come a long way in understanding student learning since that time. Research has shown that the benefits of attempting to retrieve learned information is much more effective than restudy (Buchin & Mulligan, Carpenter, Lang).

The other interesting factor is that instructors can greatly impact whether students see the practice of retrieval as important (Carpenter). The importance is enhanced when you explain the “why” behind retrieval. When we ask students to recall the information they have learned, not only are we helping them understand what they know, but we are also strengthening their neural pathways as a result (Lang). This often-overlooked benefit helps students remember for the long term.

Methods of retrieval include writing prompts, polling, and the use of low-stakes quizzes, where students are asked to remember something recently learned. These small, intentional practices activate prior knowledge and prepare students to apply what they have learned in new contexts (Lang). These are techniques that you may be using already. It can be helpful to take inventory of when retrieval is taking place in your course and where you might be able to do more. Do you seem to have more retrieval activities at the beginning of the semester, or at the end of class? Make note of any patterns that you see for greater student success.

References:

Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409–1449.  https://doi.org/10.1007/s10648-021-09595-9 

Buchin, Z. L., & Mulligan, N. W. (2023). Retrieval-based learning and prior knowledge. Journal of Educational Psychology, 115(1), 22–35.  https://doi.org/10.1037/edu0000773

Carpenter, S. K. (2023). Encouraging students to use retrieval practice: A review of emerging research from five types of interventions. Educational Psychology Review, 35, Article 96.  https://doi.org/10.1007/s10648-023-09811-8

Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. Jossey-Bass.