Retrieval practice is a tutoring method that is based around the idea that students learn best not by re-reading notes or listening to explanations, but by actively pulling information out of their memory. Instead of adding more content, it strengthens what is already there.

This method is so effective as it forces the brain to work harder and dig deeper. Rather than being given the answer or being guided step-by-step, the student is asked to recall the idea on their own. Something as simple as, “explain this concept to me without looking at your notes,” or “try this question first without any help from me”, forces the students to think for themselves and remember how the concept worked. The effort involved in remembering actually improves long-term retention far more than simply revisiting the explanation again.

Another interesting thing about this method is that it reveals gaps in understanding, which is very important to determine while students are still learning the topic. When a student tries to retrieve information and gets stuck, it shows exactly what we need to focus on, which makes the tutoring lessons a lot more efficient for both the tutors and the students, as the students themselves are able to identify what they need help with without even realising they’re doing it. It also helps students recognise what they truly know, rather than what feels familiar just because they’ve seen it before.

Retrieval practice also reduces exam anxiety. When students get used to pulling knowledge from memory regularly, they become more confident doing the same thing under timed conditions. In this way, it turns revision into an active process.

Overall, by including the retrieval practice method within tutoring sessions, it transforms the way students study outside the lessons as well. It helps them retain information longer, identify their weaknesses more clearly, and build the confidence that comes from knowing they can rely on their memory.

Katreen Diab