The Power of Retrieval: Learning Through Remembering

In The Critical Importance of Retrieval for Learning (Karpicke & Roediger, 2008), the researchers demonstrate that the very act of trying to recall information—known as retrieval practice—is crucial for effective learning. The study challenges the traditional assumption that spending more time rereading material leads to better learning outcomes. In their experiment, participants learned pairs of foreign-language words under different conditions: some repeatedly studied the material, while others practiced recalling the words from memory without seeing them again. When tested later, those who had engaged in active retrieval remembered significantly more, even though they had spent less total time studying. The researchers concluded that retrieval is not merely a way to assess learning but a fundamental process that strengthens it. Engaging in self-testing, answering questions, or summarizing material from memory enhances retention far more than rereading, suggesting that teaching should include more opportunities for students to actively retrieve knowledge rather than passively review it.

In the classroom: Ask two or three quick questions at the end of the lesson or use them as an “exit ticket.” A week later, ask similar questions on the same topic. This gives you continuous feedback while students reinforce their learning through retrieval practice.

Article: Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968.

/Mohamed Zohir