Retrieval Practice

Retrieval Practice

Retrieval practice is an evidence-based teaching strategy that involves regularly recalling information to enhance memory retention and understanding. Retrieval practice not only reinforces learning and previous curriculum content but also helps identify gaps in knowledge, leading to more effective teaching. This approach can be used throughout lessons – during the introduction to activate prior knowledge, as formative assessment during the lesson, and as a review tool at the end. There are three main types of Retrieval Practice:

1. Scaffolded (multiple choice questions)

2. Cued (using images or words as a prompt)

3. Free Recall (graffiti board/brain dump).

Retrieval practice should always be low-stakes tests as the evidence shows this encourages active engagement and reinforces prior learning in a supportive environment. There are lots of digital tools available to support this, such as Microsoft 365 Whiteboard.

In early years establishments and classes, staff frequently use careful questioning to support children to recall prior learning. Just like older children and adolescents, young children benefit from opportunities to retrieve information from memory. By providing scaffolding, practitioners can help young children to recall more information. For example, instead of asking broad questions like, ‘What do you remember about butterflies?’, practitioners can provide additional prompts (e.g., ‘What do you remember about where butterflies come from? or “What do you remember about how butterflies move?’). Practitioners can use floorbooks to reflect on prior learning or use 3D mindmaps to establish what children already know and want to know more about.