Continuing his series on the potential of retrieval practice, spaced learning, successive relearning, and metacognitive approaches in the classroom, this time Kristian Still focuses on the ‘spaced’ element, looking at the underpinning research and drawing out important lessons for teachers


In this series, I am attempting to elaborate and share what the recipe of test-enhanced learning (more commonly known as retrieval practice), spaced learning, interleaving, feedback, metacognition, and motivation might look like in and out of the classroom.

I am reviewing the research and cognitive science behind these concepts and the modulators underpinning the effective retention of knowledge.

In writing this series, nine clear but interlinked elements emerged, and so I am considering these elements across nine distinct but related articles:

I would urge readers to also listen to a recent episode of the SecEd Podcast (SecEd, 2022) looking at retrieval practice, spaced learning, and interleaving and featuring a practical discussion between myself, teacher Helen Webb, and Dr Tom Perry, who led the Education Endowment Foundation’s Cognitive Science Approaches in the Classroom review (Perry et al, 2021).

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