Continuing his series on the potential of retrieval practice, spaced learning, successive relearning, and metacognitive approaches in the classroom, Kristian Still looks at the research underpinning test-enhanced learning (repeated retrieval practice) and draws 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.

Having reviewed the research and cognitive science behind these concepts, there are nine clear but interlinked elements which I am considering across nine distinct but related articles:

You might 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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