Retrieval Practice
The act of recalling information from memory — through quizzes, flashcards or open questions — which strengthens learning far more than rereading or highlighting.
The testing effect
Decades of cognitive science show that the act of pulling information out of memory is itself a powerful learning event. A child who is quizzed on what they learnt yesterday remembers far better than a child who simply rereads the same material. The effort of retrieval strengthens the memory trace.
Low-stakes is the key
Retrieval practice does not mean high-stakes tests. Short, frequent, low-pressure recall — three quick questions at the start of a lesson, a one-minute 'brain dump' on what we learnt yesterday — is far more powerful than an occasional graded test. The pressure should be off so the brain can do the work.
Retrieval at Yajur
Teachers at Yajur Public School build retrieval practice into daily lessons — quick recall starters, exit tickets, oral 'tell me three things we learnt this week' moments. Children come to see recall as part of learning, not as a test of intelligence.
Related terms
Spaced Repetition
A learning technique where material is reviewed at increasing intervals over time — proven by decades of research to dramatically improve long-term retention compared to cramming.
Interleaved Practice
Mixing different problem types or topics within the same practice session — counter-intuitively producing stronger learning than practising one type at a time.
Metacognition
Thinking about one's own thinking — being aware of how you learn, monitoring whether you understand, and adjusting your approach. One of the strongest predictors of academic success.