Original Retrieval Practice
For the past few years, I’ve been integrating retrieval practice into my classroom. If you’ve followed my blog or my posts on Twitter (X), you know how passionate I am about these strategies. For those who are not familiar with retrieval practice, it is a learning strategy that pushes students to recall information from memory rather than passively reviewing it. Cognitive scientists call this the “testing effect,” which helps transfer knowledge from short-term to long-term memory, leading to deeper, more durable learning.1
I mostly start my lessons with retrieval practice to help students recall prior knowledge, making it easier for them to understand new concepts introduced that day. With over 200 students, I’ve relied on flashcards and low-stakes multiple-choice quizzes for retrieval practice because they are quick to implement. These methods have been highly effective for many chemistry concepts.
But then along came stoichiometry. A topic that demands complex calculations, multi-step processes, and deep conceptual understanding. Year after year, my students struggled with it. My instruction on this particular topic has improved over time based on summative assessment scores. However, it still wasn’t where I wanted it to be.
After much reflection, I realized that my go-to simple recall tasks, like flashcards and low-stakes multiple-choice quizzes weren’t enough. They helped reinforce basic concepts but failed to build the procedural knowledge and problem-solving skills students need to truly master stoichiometry.
So I had students answer procedural questions through retrieval and then review their answers as a class. While this helped, I soon noticed a flaw: students developed an illusion of mastery. This happens when learners believe they understand a concept simply because they recognize it during review. However, they struggle to recall or apply it once the resources are removed. During class discussions, students would nod along, thinking they understood their mistakes, yet they weren’t truly reflecting on their learning. I needed a system that not only incorporated retrieval practice but also incorporated genuine reflection.
The Brain-Book-Buddy System
By pure coincidence, while reflecting on this issue, I was reading Blake Harvard’s Do I Have Your Attention? In the book, Harvard describes a structured retrieval strategy called ‘Brain-Book-Buddy,’ which immediately stood out to me. This method not only promotes retrieval but also encourages students to reflect on their learning. Which is exactly what I needed for this unit.
But before I explain how I implemented it in my stoichiometry lesson, let’s break down how the process works.
Step 1: Brain
The “Brain” stage requires students to rely solely on their memory to answer a set of questions. They cannot use their notes, textbooks, or discuss with their classmates. Everything must come from their own cognitive recall.
Step 2: Book
Once students have completed their first recall attempt, they transition to the “Book” stage. At this stage, students independently check their answers using their notes, textbooks, or other provided resources. However, instead of simply correcting mistakes, they use a designated color to highlight any corrections they make. This visual distinction serves two purposes:
- Identifying knowledge gaps: Students can clearly see what information they could recall versus what required external support.
- Metacognitive awareness: By visually highlighting their corrections, students develop a better understanding of their learning process. They begin to recognize patterns in their mistakes, helping them focus on concepts that require more review.
It’s important that students remain independent during this stage. By thoroughly engaging independently with their notes in the “Book” stage, students are better prepared for collaboration in the “Buddy” stage.
Step 3: Buddy
The final phase is the “Buddy” stage, where students compare answers with a partner. Since they’ve gathered most of the additional information from the “Book” stage, this facilitates the collaboration process.
This step allows them to discuss mistakes, clarify misunderstandings, and refine their responses. It also reinforces the Feynman Technique, a strategy where students explain their reasoning to one another, deepening comprehension.
So how did I adapt this approach to my stoichiometry unit?
Stoichiometry Adaptation of the Brain-Book-Buddy System
The goal of retrieval practice is to help students recall what they have previously learned, allowing them to better understand the new concepts being presented in the lesson. This is especially important in stoichiometry, which involves interconnected concepts.
To set students up for success, I first identified the key foundational concepts my students had already learned earlier in the unit:
- Academic vocabulary: moles, molar mass, balanced chemical equations, dimensional analysis, and ratios.
- Dimensional analysis: applying unit conversions to real-world scenarios
- Molar mass calculations
Remember, the goal wasn’t to reteach them but to strengthen students’ recall through targeted retrieval practice, ensuring they had a solid foundation before introducing more advanced stoichiometry concepts.
To facilitate this, I compiled these foundational topics into a handout.
Implementing the Brain-Book-Buddy System
First, I asked students to take out a pencil, two highlighters that are different colors, a calculator, and their Periodic Table.
Then, I carefully explained the three-stage process to my students:
Brain Stage: “I’m going to give you questions to treat like a quiz. For this first round, work independently without notes or partner help. When you finish, turn your paper over.”
Book Stage: “Now check your answers by looking at your notes, concept maps, and resources in Google Classroom. Please don’t use Google search. It sometimes gives complicated answers. Highlight any changes you make during this stage in (color). Remember to remain independent. We are still not talking to our partners just yet.”
Buddy Stage: “Now compare your answers with a partner. Discuss your reasoning and approaches. It’s important that you use the Feynman technique. If you are able to explain it then that means you understand it. If your partner mentions something significant, write it down. Highlight any additional changes you make during this collaboration in (color).”
The Results
Below are student samples from the “Brain-Books-Buddy” activity. By examining the highlighting, students can quickly find which academic vocabulary words they are still struggling with. The different colors also reveal the nature of their discussions during partner collaboration, providing insight into how their understanding developed. This color-coded system creates a visual record of their learning journey, clearly showing their progress at each stage.
Most importantly, this system eliminates the illusion of mastery. Students can no longer assume they understand concepts just because they recognize them during class review. Instead, they actively engage with their mistakes and track their growth across the three stages.
Reflection
The “Brain-Buddy-System” retrieval practice exercises had a significant impact on students’ understanding of stoichiometry. Actively recalling information rather than passively reviewing it helped them develop the metacognitive skills required to recognize what they truly understood. It also helped them see where they needed more practice.
This stronger foundation made the rest of the lesson far more effective. When I introduced the step-by-step process for converting between grams and moles, students picked up the concepts more quickly. They learned with greater confidence than in earlier years.
To enhance this activity, I plan to incorporate sentence frames to support students during partner discussions. Additionally, I will add a reflective question to encourage deeper thinking about their learning throughout the process.
If you’re looking for more ways to implement retrieval practice in your classroom, I highly recommend Blake Harvard’s book Do I Have Your Attention? I’ve read many books on cognitive science. However, this is one of the few that is authored by a teacher who is still in the classroom. I appreciate that it offers a practitioner’s perspective, giving the perfect balance between research and practical application.2 You can also check out his blog at www.theeffortfuleducator.com. Here, you will find valuable insights on how to incorporate cognitive science principles in your classroom.
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 ↩︎
- This isn’t a sponsored recommendation. I genuinely find it valuable. ↩︎
