Students Resisting Retrieval Practice
Retrieval practice is a learning technique that encourages students to actively recall information from memory instead of simply reviewing it (rereading notes, highlighting, etc). Cognitive scientists call this the “testing effect.” It strengthens memory by moving knowledge from short-term to long-term memory.1 This process leads to deeper, more lasting learning. But what does it actually look like in the classroom?
There are many ways to incorporate retrieval practice, but for simplicity, I will offer a straightforward example. One approach is to give students a set of questions. They answer them without looking at their notes or consulting their partners. Afterward, students check their answers to find any knowledge gaps in their understanding of the content. Sounds simple, right? However, I encountered a few challenges when I first implemented this in my classroom.
During retrieval practice, students attempted to copy from their partner or check their notes to answer the questions. Therefore, I decided to take a step back to analyze why students instinctively resorted to “cheating.” I came up with two reasons. Of course, there are more factors to take into consideration. But I prefer to focus on the ones that are within within my control.
First, this type of behavior is something that students have been doing for years. As I mentioned in my previous blog post, “Students have been consistently, indirectly told that learning is not required for school. That as long as you know how to game the system, then you will pass. For example, have you had students turn in blank assignments and still expect a full grade? Yup. I’ve been there. When I asked students why they copied from their classmates, they simply replied ‘I was absent’ in a tone that made it seem like being absent justifies this action. They also claimed that as long as the work got done, whether through copying or cheating, then that means learning must be happening. They turn in the copied work. Get points. Pass the class. Students have done this throughout all their school years. Therefore, can we really be upset that this is their mindset?”
Second, it’s easy. Copying takes no effort. And let’s be honest, people naturally look for shortcuts. It’s a survival instinct. Our brains are wired to conserve energy, so if there’s an easier way to complete a task, we take it. But the problem is, learning isn’t supposed to be effortless. Real learning happens when we challenge our brains, and that’s exactly why retrieval practice works.
However, students often don’t see immediate results, which makes retrieval practice frustrating. They’re used to strategies that give them an instant sense of accomplishment such as copying an answer or highlighting a page. It feels like they’re being productive, even if they’re not actually learning. But retrieval practice is different. It’s uncomfortable because it forces them to struggle, and struggle doesn’t feel productive in the moment. But it is this struggle that contributes to long-lasting learning. This is why shifting students’ mindset is so important. We have to normalize the discomfort and reframe it as a sign of growth, not failure.
To help students understand the importance of retrieval practice, I used a simple and relatable analogy: the gym. The idea was to show them that just like building muscle requires effort and resistance, strengthening memory requires actively recalling information.
Below, you’ll find the slide presentation The Benefits of Retrieval Practice that I used to explain this analogy, along with a transcript of how the discussion unfolded in class.
Science of Learning Gym Analogy
1. Go Over the Composition of the Brain.
Teacher: The brain is made up of billions of cells called neurons. If we zoom in, we can see individual neurons. In this image, you can see four neurons—1, 2, 3, 4 (point to them). Notice how they are connected. These connections are called neural pathways. Repeat after me. ‘Neural pathways.‘
Class: Neural pathways!
Teacher: Thank you! Every time you think, learn, or remember something, neurons send signals to each other through these pathways.
2. Explain the Difference Between Weak and Strong Neural Pathways.
Teacher: Some neural pathways are weak (point to weak neural pathways), meaning the connections are fragile and easily lost. This happens when we first learn something new, making it easy to forget. In contrast, some neural pathways are strong (point to strong neural pathways). Pathways become strong through repeated practice and experience. For example, you don’t have to consciously think about walking because your brain has already built a strong neural pathway for it through constant practice.
3. Check for Understanding
Teacher: We just learned (topic you are covering)! Are our neural pathways for today’s lesson weak or strong? (Give students think time). Talk to your partners.
Class: Talks to their partners.
Teacher: We just learned something new. Are our neural pathways for today’s lesson weak or strong?Hmmm….all hands in the air! (Call on student).
Student: Our neural pathways are weak.
Teacher: Yes, our neural pathways are weak at this point.
If a student gives an incomplete or unclear answer, call on another student. Have them build on the response. Then return to the original student to reinforce their understanding.
4. Introduce the Gym Analogy
Teacher: Did you know that weak neural pathways can become strong with the right practice? It is possible! The real question is….how do we make that happen?
We are going to be using a gym analogy to further understand how to make neural pathways strong.
5. The Gym Analogy
Teacher: Think about building stronger muscles. How do we strengthen them? By lifting light weights or heavy weights? (Give students think time). As a class…on the count of 3….1…2…3!
Class: Heavy weights
Teacher: So if we want to build strong neural pathways, we also need to use heavy weights for our brains! What is the heavy weight for our brains? Let’s check it out.
6. Explain the Importance of Retrieval Practice
Teacher: Most of us want to study by rereading notes and highlighting. But these are light weights for your brain. Which means we will not be building strong neural pathways.
So what are the heavy weights we need to build strong neural pathways? Retrieval practice! This means you need to answer questions without looking at your notes or working with a partner. The goal is to recall the information on your own. That’s what makes it challenging and effective. This is the heavyweight for your brain.
Now, I won’t lie to you. It’s going to feel uncomfortable. No one likes getting stuck or realizing they don’t know something. But that struggle? That’s exactly what makes your neural pathways stronger. Think about lifting heavy weights at the gym. Your muscles burn, but that’s how they grow. Same thing here. The frustration you feel when you’re struggling to remember? That’s the “burn” for your brain. And that’s how real learning happens.
7. Check for Understanding
Teacher: How do we make neural pathways strong? (Give students think time). As a class….on 3….1….2….3!
Class: Retrieval practice!
Teacher: Yes! Now, why is retrieval practice important for strengthening neural pathways? Think about what we learned. (Give students think time.) Talk to your partners.
Class: Talks to their partners.
Teacher: Why is retrieval practice important for strengthening neural pathways? Hmmm…all hands in the air! (Call on student).
Student: Retrieval practice is like lifting heavy weights for our brain. When we try to recall information without looking at our notes, it challenges our brain, which makes the neural connections stronger.
If a student gives an incomplete or unclear answer, call on another student. Have them build on the response. Then return to the original student to reinforce their understanding.
8. Go into Retrieval Practice Activity
Teacher: Great! That’s exactly right. By struggling to remember, we are giving our brain the workout it needs to build stronger neural pathways. Now, let’s put it into practice using… (flashcards, brain dumps, etc.).
Helping Students Embrace the Struggle of Learning
Explaining the science behind retrieval practice can increase student buy-in. However, keep in mind that breaking old habits takes time. Some students may still ask for help, check their notes, or feel tempted to peek at their partner’s work. This is normal, and with consistent reinforcement, they will gradually adapt to the new approach. Let’s go over what to do to break these bad habits during retrieval.
Whenever a students asks you for help during retrieval practice, respond with this:
“If I help you now, that’s like lifting light weights. We’re not giving our brains the heavy workout they need. So, try your best to answer the question on your own, and then we’ll go over it as a class to check for knowledge gaps. And don’t worry, this is low-stakes. Just try your best.”
Whenever a student is using their notes during retrieval practice, respond with this:
“Using your notes is like lifting light weights. We’re not giving our brains the heavy workout they need. So, try your best to answer the question on your own without your notes, and then we’ll go over it as a class to check for knowledge gaps. And don’t worry, this is low-stakes. Just try your best.”
If you see students glancing at their partner’s paper, gently correct their behavior by responding with this:
“I know that feeling confused is uncomfortable. But so is working out. When we exercise, we feel that burn, and it’s not pleasant. But that burn is what builds muscle. The same thing happens here. That confusion, that uncomfortable feeling when you can’t answer a question…that’s the burn for your brain. Embrace it. And don’t worry, we’ll check the answers soon to see any knowledge gaps. It’s low-stakes so just try your best.”
Reflection
By taking the time to explain the science behind retrieval practice, I found that students became more willing to engage with it authentically.
At first, there was some resistance. Retrieval practice felt uncomfortable, and many students were used to passive study strategies like rereading notes or copying answers. However, by consistently reinforcing the gym analogy and emphasizing that struggle is a natural part of learning, I saw a gradual shift in their mindset. Students began to embrace the challenge. They understood that the mental effort required for retrieval was not a sign of failure. Instead, it was proof that they were strengthening their memory.
This experience reinforced an important lesson for me as an educator. When students understand the “why” behind a strategy, they are far more likely to buy into it. Simply telling them to do retrieval practice was not enough. I took the time to explain how learning works. I drew connections to something familiar, like the gym. This helped them see the value in the struggle.
If you’d like access to the presentation slides, click here. You can also explore my library for more activities that make the science of learning easy for students to understand. Free of charge. 🙂
Notes
- 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. https://doi.org/10.1016/j.tics.2010.09.003 ↩︎
