: REVISITING RETRIEVAL PRACTICE (PUN INTENDED)! By Vanessa Sullivan

Published nearly four years ago, the EEF’s evidence summary entitled Cognitive Science Approaches in the Classroom (2021) worked hard to bring to prominence the importance of applying research findings about memory and processing to the classroom to maximise outcomes and progress for pupils. It was also specifically referenced in the OFSTED 2022 Framework. Retrieval Practice is now frequently utilised as a part of the pedagogy in numerous primary and secondary settings but is it being too bluntly applied and do, we as professionals need to deepen our understanding of this?

Whilst many professionals are incorporating this in to their daily teaching, it is always important to revisit the research itself to evaluate, deepen and refine our ongoing practice. This was explored further in an EEF blog post by Rachael Cattrall (“Not another quiz” June 2024). She cited an evidence review by Agarwal, Nunes and Blunt (2021), which having scanned over 2000 abstracts narrowed down 37 directly relevant studies and examined the effect sizes from the results.

Amongst some of the most salient conclusions in relation to classroom practice were:

• Benefits from retrieval practice are larger after longer delays.
• Retrieval practice significantly increases student learning when compared to a re-reading approach (but consider other methods such as student presentations, brain dumps etc).
• Retrieval practice improved student learning to a greater extent than time spent on other class activities such as reviewing materials, lessons without quizzes etc.
• Educators should implement retrieval practice with less concern about the precise format and timing.

The principles of effective PD and Change Management are important in making changed to practice effective: narrow your focus and ensure you concentrate on doing that really well, rather than trying to implement too many changes in practice at once and doing them poorly.

Further examples can be found in here: An example from the Maths No Problem blog in Primary education:

An example from the Oxford Education Blog of retrieval practice used in Year 11 classes:

The Ongoing Importance of Retrieval Practice

Key Takeaway: Regularly revisit research on retrieval practice to refine your teaching strategies. Reflect on how you implement retrieval tasks and ensure they are purposeful and varied. In revisiting retrieval practice, it is evident that while its benefits are widely recognised, its application in the classroom requires ongoing refinement and critical engagement. The research synthesised by Agarwal, Nunes, and Blunt (2021) underscores the importance of retrieval practice as a powerful tool for learning, particularly when applied with an awareness of timing, variation, and integration with other pedagogical methods. However, as with any evidence-informed practice, the challenge lies not in mere implementation but in thoughtful and strategic application.

Bend It Like Retrieval: The Power of Flexible Thinking

Key Takeaway: Experiment with different retrieval methods — brain dumps, quizzes, or student presentations. Adjust timing and spacing to maximise long-term retention. A key takeaway from recent research and discussions is that retrieval practice should not be seen as a one-size-fits-all solution but rather as a flexible, adaptable approach. The emphasis on spacing, alternative formats such as brain dumps and student presentations, and the comparison with other instructional methods suggests that educators should continue to explore and experiment with different strategies to optimise learning outcomes. Furthermore, the importance of long-term retention highlights the need for educators to be deliberate in their planning, ensuring that retrieval opportunities are spaced effectively to maximise impact.

Effective CPD and Change Management

Key Takeaway: Focus on one or two key changes at a time and embed them well. Avoid overwhelming staff with too many initiatives — depth over breadth is key. Additionally, the principles of effective CPD and Change Management remind us that sustainable improvements in teaching practice require focus and depth rather than breadth. Implementing retrieval practice effectively means embedding it thoughtfully within existing pedagogical frameworks rather than layering it on top of numerous other initiatives. Schools and educators should prioritise refining their approach incrementally, ensuring that changes are both evidence-based and manageable.

Retrieval Roadmap: The Journey Continues

Key Takeaway: Stay curious and reflective. Use research and classroom data to continually refine your approach to retrieval practice for lasting impact. Ultimately, the true value of retrieval practice lies not just in its ability to enhance learning but in the professional curiosity it fosters among educators. By continuously revisiting the research, reflecting on practice, and making data-driven adjustments, we can ensure that retrieval practice remains a dynamic and impactful tool in the classroom. As new evidence emerges, our responsibility is to remain engaged, adaptive, and committed to refining our approaches for the benefit of all learners.

References:

Cognitive_science_approaches_in_the_classroom_-_A_review_of_the_evidence.pdf- Accessed 27 February 2025
EEF blog: Not another quiz! Refining retrieval practice | EEF – Accessed 9 Feb 2025
Retrieve It! Making retrieval practice a priority for Year 11 – Oxford Education Blog – Accessed 9 Feb 2025
Improving learning in the primary classroom with retrieval practice – Accessed 9 Feb 2025