The Power of Retrieval Practice in Education: A Cognitive Science Perspective

In the ever-changing field of education, educators are continuously exploring evidence-based strategies grounded in our current understanding of metacognition to optimise student learning. Through metacognition students and teachers gain an awareness and understanding of their thought processes and the techniques that can be used to maximise learning.

One such compelling and validated technique is retrieval practice, a method firmly grounded in cognitive science. This approach taps into the complexities of short-term and long-term memory and aligns seamlessly with the principles of Cognitive Load Theory developed by educational psychologist, Professor John Sweller (1988). In this blog post, we will explore the latest insights into metacognition, memory and cognitive load theory and highlight the significance and power of retrieval practice, one of 6 areas of learning embedded into teaching practice in all sections of the Edron Academy.

Understanding Memory:

Recent advancements in cognitive science have illuminated the nuanced workings of memory, distinguishing between short-term memory (STM) and long-term memory (LTM). STM involves the temporary storage of information, lasting mere seconds, while LTM is the process of consolidating and storing information for the long haul.

When Professor John Sweller developed the idea of Cognitive Load Theory, he postulated that  “our working memory is only able to hold a small amount of information at any one time and instructional methods should avoid overloading it to maximise learning” (Sweller, 1988).

Figure 1 shows the components of memory and how they interact. Lovell (2020) proposes that we interact with the environment, an unlimited external store of information, our long-term memory is where all of our memories are stored and that working memory is the site of conscientiousness and the part of our memory where thing happens. Unlike the environment and long-term memory, the working memory is limited to a capacity of around four to seven ‘elements of information’. In this sense, the working memory is considered to be the bottleneck of our thinking.

Figure 1.

The Power of Retrieval Practice:

Retrieval practice, or the act of recalling information from long-term memory, has emerged as a potent tool for enhancing learning outcomes. The process strengthens memory recall pathways, fortifying both short-term and long-term memory and avoiding the overloading of our working memory. Research indicates that retrieval practice triggers the testing effect, where recalling information is more effective for long-term retention than other traditional study methods. 

The knowledge and skills needed to perform everyday tasks such as driving a car have been practised and retrieved from long-term memory on numerous occasions and therefore, the associated pathways are secure and no longer require the use of the working memory. This frees up space to perform other activities simultaneously, such as eating, chatting or listening to the radio. Looking out for other road users and the dangers ahead does require your working memory however so stay alert folks!

Storage and Retrieval Strength:

Dylan Wiliam, a prominent figure in educational research, has emphasised the importance of managing cognitive load to optimise learning in his work on formative feedback. Retrieval practice, as a form of low-stakes testing, not only reinforces learning but also provides valuable feedback for students and educators. This iterative process enhances the efficiency of memory consolidation and promotes a deeper understanding of the material. In his work, William introduces the concepts of storage strength and retrieval strength. Storage strength refers to the initial encoding and learning of information, emphasising the importance of creating robust mental representations during the learning process. On the other hand, retrieval strength pertains to the ease with which information can be recalled from long-term memory. Wiliam underscores that effective formative assessment involves not only building strong storage strength through meaningful learning experiences but also regularly practising retrieval to strengthen the connections for long-term retention. This dual focus on storage and retrieval strength aligns with the broader goal of enhancing students’ ability to not only acquire knowledge but also retrieve and apply it when needed, fostering a deeper and more enduring understanding of the subject matter.

Retrieval Practice at the Edron Academy:

In bilingual international schools such as the Edron Academy, where cognitive demands are diverse due to multiple languages, retrieval practice becomes a strategic pedagogical approach. This method strengthens language proficiency and facilitates cross-linguistic transfer. Active recall in both languages reinforces the connections between linguistic knowledge and cognitive processes, fostering not only vocabulary retention but also a profound understanding of language structure and usage.

In Conclusion:

Retrieval practice, aligned with the principles of cognitive load theory and supported by Dylan Wiliam’s research, emerges as a cornerstone in evidence-based educational strategies. In bilingual international schools, where cognitive demands are multifaceted, retrieval practice becomes an invaluable ally in cultivating effective learners. By integrating retrieval practice into daily teaching practices, teachers at the Edron Academy empower students to navigate cognitive challenges actively, fostering a culture of engagement and long-term retention.

References

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

• Lovell, O (2020). Sweller’s Cognitive Load Theory in Action.
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
• Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.

Roger Stokes

Headteacher