Zaretta Hammond's take on:In the article “Why Students Resist Retrieval Practice and How to Change That” in Scientists in the Making, Los Angeles teacher Marcie Samayoa shares that although retrieval practice is an excellent way to get information into long-term memory, students often resist using it. For example, when a teacher asks students to write answers to a few questions on what they learned the day before, some sneak a look at their notes or copy from their elbow partner.
Why the shortcuts? Students may think learning this stuff doesn’t matter, or they may resist the cognitive effort it takes to recall information that has started to slip into oblivion. “Copying takes no effort,” says Samayoa. “Our brains are wired to conserve energy, so if there’s an easier way to complete a task, we take it.”
But the mental effort involved in retrieving recently learned information is what makes it effective. Students need explicit instruction on how retrieval works and an understanding that the mental effort (and sometimes the frustration) is worth it. It’s far more effective than time-worn study methods like re-reading, underlining, and copying.
“It is this struggle that contributes to long-lasting learning,” says Samayoa. “This is why shifting students’ mindset is so important. We have to normalize the discomfort and reframe it as a sign of growth, not failure.”
She recommends using a weightlifting analogy to explain why effort is required. “Explaining the science behind retrieval practice can increase student buy-in,” says Samayoa. “However, keep in mind that breaking old habits takes time.”
She also gives a great summary of the key points students need to understand about how the brain remembers and retrieves learned information. Read and reflect on her article here.
