From Reflection to Action

The Role of Retrieval Practice in Deepening Learning and Instruction

Abstract

This article responds to the persistent disconnect between educational research and classroom practice by examining retrieval practice as a reflective and actionable pedagogy. Drawing on cognitive science, it explores how retrieval practice, defined as the act of recalling knowledge from memory, can strengthen learning by activating prior knowledge and promoting long-term retention. The article positions retrieval practice as a timely response to educational systems dominated by summative assessment and superficial engagement, offering an alternative grounded in evidence and cognitive theory. It outlines the theoretical principles underpinning retrieval practice, including cognitive load theory and the concept of desirable difficulties, while critically reflecting on their limitations, particularly in their application to complex learning and real-world settings. Drawing on recent critiques, it argues for a more situated and responsive use of cognitive science in education. The article considers why retrieval practice remains underused despite strong empirical support. Barriers identified include misconceptions about effort and learning, task complexity, student anxiety and a lack of reflective implementation. Policy interventions, such as those in England, can encourage action but risk superficial adoption if divorced from professional reflection. This tension underscores the need for teachers to interpret evidence critically, adapt it thoughtfully and embed it meaningfully into their practice. In response, the article proposes evidence-informed strategies to support reflective action, which includes using feedback to motivate students, teaching learning strategies directly and supporting teachers through dialogue and professional communities. These approaches position both teachers and students as active agents in shaping learning environments that are responsive to research. Retrieval practice exemplifies how educational practice can be transformed when research engagement moves beyond passive awareness to active interpretation and application. This article calls for continued collaboration among researchers, practitioners and policymakers to sustain reflective educational cultures that act on evidence while remaining attentive to context.