Let us suppose that two students prepare for a test. Student A sits down and thoroughly reviews her notes and then re-reads them with a highlighter, feeling more and more confident. Student B flips through the last pages of his textbook, tries to work with the material and writes down everything he remembers from it. Whose results would you expect to win? If your expectation refers to Student A, we have a similar intuition here as well – but science begs to differ.
How does rereading provide students with a wrong sense of competence?
Firstly, because it is easy and relaxing. That is the reason why students choose it as a common revision strategy. The more progress students make while working through each chapter and the more familiar they become with its content, the more they feel they have learned something. Alas, this is the case of the “fluency illusion,” which deceives our brain to interpret “it feels familiar” as “I know this.”
Recognizing versus retrieving data belong to entirely different skills, and retrieving is a critical part of assessments. It is no wonder that so many students are surprised at themselves and their poor performance in assessments although they “knew everything” before. They have reviewed all textbooks multiple times, haven’t they? Until they have been faced with a blank sheet of paper and realized that they can’t retrieve anything because examinations require the ability to retrieve, not to recognize information.
How does active recall work?
If retrieval means recalling data from memory, then active recall is exactly the opposite thing to passive rereading. Instead of reviewing readily available materials, the student aims to retrieve stored information. The activities include writing down facts only based on one’s memory, trying to solve exercises or even tests not using any source.
Some examples of applying this technique include creating flashcards and questioning yourself on learned facts, recreating the whole chapter based only on one’s memory, solving exercise questions before checking the answers, or summarizing lecture notes without looking them up again. In general, all kinds of retrieval activities belong to the active recall techniques’ range.
Why is it better?
As was already mentioned above, every time students recall some facts, they reinforce the information inside their minds, creating stronger neural pathways between corresponding neurons. Scientists call this process “the testing effect.” In other words, one trains their brain to remember information by using the process of retrieving, not memorizing.
Active recall is tough but extremely efficient. Every time recalling data seems difficult, the brain makes forgetting this information much more difficult. This way, one gets the payback since the comfortable revision won’t help to remember anything for a long time. Retrieval provides instant feedback on mastering the materials. Also, self-quizzes reveal the students’ weaknesses that might not appear in any other way.
Sample papers as active recall practice
The sample papers belong to the most effective ways of active recall practice. They provide the students with the opportunity to practice answering the questions in exam-like conditions, recalling the relevant information and using appropriate responses. Concerning the active recall strategies, solving CBSE Class 12 sample papers is equivalent to taking a simulated exam. Hence, a Class 12 student who benefits a lot from sample papers practice would definitely overcome another one who uses just textbook revision.
Is rereading useless?
No! Although useful for the comprehension stage, this technique is usually applied incorrectly by students when it comes to their revision period. One should use it only for getting to know new ideas and then proceed with active recall techniques to strengthen them.
There exist educational systems where technologies allow learners to experience the virtual realities connected to the topics they study. Even though it sounds exciting, such techniques might not help in retaining the information. Usually, traditional student quizzes result in greater success regardless of the format. However, it should be emphasized that technology doesn’t essentially improve this process.
Applying active recall correctly
This strategy requires minimal changes in the existing studying habits. Firstly, one has to close their textbooks after studying particular chapters and retrieve everything one could from their memory. Then, the process of verification of correctness is needed followed by rewriting the notes as quizzing prompts to answer. One needs to do weekly rereading of the material and practice solving a single problem-solving question after reading the theory.
In case the mistakes and misconceptions are discovered while revising, one shouldn’t use the simple rereading technique and engage in the recall practices after twenty-four hours. With the continuous application of active recall, one will notice the significant difference: the process of revision stops being easy, which means proper learning happens. It goes without saying that the study method is not the only predictor of successful academic performance; there are plenty of factors to consider. Nevertheless, concerning the problems with retention and acquisition, everything becomes obvious.
Conclusion
What does the active recall include?
Testing oneself on the knowledge and skills previously obtained in various forms like flashcards, quizzes, self-explanations or summaries.
Is the active recall superior to other revision methods?
Yes! Numerous studies have demonstrated the effectiveness of this technique compared to rereading methods.
Should the rereading still be used?
Definitely yes. Students could use it for the initial phase of comprehending new concepts.
Could the sample papers benefit learners?
Definitely! The exam-like situation triggers the active recall practices to find out the weak spots in comprehension.
Would anyone ever master the technique?
Surely! The active recall requires effort, so it guarantees effective learning.
Are innovative technologies useful additionally?
Only slightly! Traditional revision works better.
Is it normal to face difficulties?
Definitely yes! Facing difficulties means active learning. Comfort means superficial learning.
