Using retrieval practice to prepare for new learning

Retrieval practice brings relevant prior knowledge to mind. It is most useful when the retrieved knowledge supports the next stage of learning.

A routine quiz on unrelated facts may practise recall, but it does not necessarily prepare pupils for the current lesson.

Start from the new learning

Ask what pupils must already know in order to understand today's content. Select a small number of facts, terms, concepts or procedures that the new learning depends on.

Examples include:

retrieving place value before introducing a written calculation;
recalling the function of the cell membrane before teaching osmosis;
revisiting key vocabulary before reading a new text;
recalling an earlier historical event needed to understand the current cause or consequence.

After retrieval, state the bridge explicitly: “We have recalled this because we will use it to...”

Keep it low stakes

Use short-answer questions, mini whiteboards, completion tasks or brief verbal recall. Give enough thinking time and provide prompt feedback.

Avoid speed competition and public ranking. Retrieval should strengthen learning and inform teaching, not create an avoidable experience of failure.

Respond when knowledge is insecure

If many pupils cannot retrieve the prerequisite knowledge, pause and reteach it or give a concise reminder before the new content.

Revisit important knowledge after a delay and in more than one context. Retrieval should be selective rather than filling every lesson with a long quiz.

Check the connection

During the new task, ask pupils to identify where the retrieved knowledge helped. This makes the relationship between earlier and current learning visible.