Research Spotlight:

The Power of Retrieval Practice

How Children Really Remember

Pupils learn better when they practise remembering, not when they simply re-read or highlight notes.

This strategy is known as retrieval practice. It can act as a superpower for learning because it strengthens memory, deepens understanding and helps pupils transfer knowledge into new situations. At BMIS, we increasingly build retrieval activities into lessons and it’s a fantastic approach that parents can adopt to support learning at home.

What is retrieval practice?

Retrieval practice means bringing information to mind from memory.
Instead of reviewing a topic by looking at notes again, pupils attempt to recall what they know first.

For example:

• Closing the book and listing everything remembered about a science topic.
• Trying a quick quiz.
• Explaining yesterday’s lesson to a parent or classmate.
• Writing three key points learned after finishing a lesson or reading a topic.
  
  

Every time a pupil retrieves knowledge, they strengthen it, just like building muscle through repeated exercise. Even if the recall attempt is imperfect, the effort itself is what improves long-term learning.

Why does retrieval practice work?

Decades of research in psychology and neuroscience show that retrieval practice:

• Improves long-term retention much more effectively than re-reading
• Builds confidence by showing pupils what they truly know
• Reduces test anxiety, because recall becomes a familiar habit
• Supports metacognition, helping pupils understand their own learning

In one of the most famous studies, Roediger & Karpicke (2006) found that students who spent time retrieving information remembered far more a week later than students who spent the same time re-reading the text. This effect held true across age groups and subjects.

What can parents do to support retrieval practice at home?

Retrieval practice is easy to encourage, and it does not require extra homelearning or much planning. Below are simple ways families can use it at home:

1. The “Three Things” routine

Ask your child: “What are three things you learned today?”
This encourages recall without any pressure.

2. Quick, friendly quizzes

Turn revision notes into a five-question quiz. Even if your child can’t remember everything, that’s normal and part of the learning process.

3. Explain it to someone

Let your child “teach” you what they learned. Explaining aloud strengthens understanding.

4. Use flashcards properly

Flashcards should prompt recall, not recognition. Good flashcards ask questions like:
“What is photosynthesis?” rather than showing the answer.

5. Space it out

Short, spaced retrieval over time (10 minutes today, 10 minutes next week) is far more effective than one long session the night before a test.

What retrieval practice is not:

It is not rote learning, rote memorisation or endless testing. Retrieval practice is about thinking, not cramming.It helps pupils reflect, connect ideas and build secure foundations for deeper learning.

Try it out and let us know how you get on.