Forgetting and recalling…

…are important for learning.

Hello all. Welcome to the 135th edition of TEPS Weekly!

If we think back to our school days, we can remember the week before any big exam as ‘revision week’ – lots of free periods to silently reread or review our textbooks to memorise as much as we could. This practice continues even today in many schools. Unfortunately, studies have shown that such review may lead to short-term recall but not long-term memory – and many of us have experienced forgetting important information immediately after the exam!

The solution lies in an evidence-backed practice called retrieval practice – actively recalling information from memory instead of passively reviewing it. And if we have to recall information, it means that information has been forgotten. So, in order to understand recalling, let’s first understand forgetting.

The role of forgetting

This is called the forgetting curve. When students first learn something (red line), they begin at 100% – but almost immediately the forgetting starts. Within minutes, the memory begins to fade away. By an hour later, much of what seemed clear has faded, and by the next day they may have lost more than half of it. The first active recall interrupts this drop (brown line). When students actively recall after they’ve begun to forget, memory shoots back up. They still forget again afterwards, but the drop is slower. The second active recall (yellow line), maybe a day later, strengthens the memory further. Each active recall slows the rate of forgetting, so students retain more each time. By the third active recall (blue line), a few days later, the learning begins to stick. Forgetting still happens, but the forgetting curve is gentler. After the fourth active recall (green line), learning is much more durable. So, we see that forgetting is actually a crucial part of learning, and we have to leverage this forgetting curve to ensure better learning.

What is active recall?

Now, back to the difference between active recall and passive review. Let’s understand this with the help of a few examples.

Passive Review	Active Recall
Highlighting science textbook lines – underlining “Photosynthesis is the process by which…”	Self-quizzing – shut the book and answer: “What are the raw materials needed for photosynthesis?”
Re-reading history notes – going over “Causes of Revolt of 1857” again and again	Brain dump – write down all the causes you remember on a blank page, then check what you missed
Copying maths formulae repeatedly into a notebook	Flashcards – front: “Formula for area of trapezium?” back: “½ × (a+b) × h”
Memorising pre-written English essays for exams	Free recall – practise writing your own essay outline from memory on a new topic (eg: “My Favourite Sport”)
Reading solved physics problems without solving them	Past exam questions – attempt a numerical (eg: “Calculate resistance using Ohm’s law…”) without looking at notes
Underlining geography maps without testing recall	Blank maps – label states, rivers or capitals from memory before checking
Relying on seniors’ “important questions” lists in political science	Retrieval grids – mix questions like “List two Directive Principles”, “What is Fundamental Duty?” in a grid and recall answers
Cramming biology diagrams the night before	Verbal recall – explain the digestive system diagram orally to a peer without looking

Why is active recall important?

For this, let’s go back to what learning looks like in the brain.

The brain is a lazy organ. It likes to save energy as much as it can. (And so, tasks we do repeatedly, like walking along a familiar path or cooking our favourite meal, are saved by the brain and are performed in “automatic mode” without using much energy.) For the same reason, it is selective about what new information or skills it will learn. This is because learning is an energy-intensive process – learning is the formation of connections between neurons. This uses up A LOT of energy.

So, if information is easily available in the outside environment, the brain will not use the energy to form connections. When students simply review information in a textbook, it tells the brain that the information is easily available outside and so does not need to be remembered by the brain.

But if we have to actively recall information from our brain with as little help as possible, it tells the brain, “This is important! Form those connections! Learn it so we don’t have to spend so much energy next time!” It is difficult and energy-consuming, but it leads to longer-term memory.

Some key considerations

Retrieval practice works best when it has the following features:

• Desirable difficulties: Retrieval practice should feel effortful, not effortless. In a Grade 9 History lesson, instead of simply rereading the list of Mughal emperors, ask students to recall and sequence them without notes. The active recall strengthens memory.

• Low stakes: Keep retrieval free from the pressure of marks. In a Grade 6 Science class, you might start with a quick “two things you remember from yesterday’s chapter on electricity” activity. Students can attempt without fear, knowing it’s for learning, not grading.

• Regular: Retrieval works best when it’s woven into daily routines. For example, in English, begin each class with a two-minute recall of key grammar rules from the previous week, making it a habit rather than a special event.

• Spaced: Revisit topics after increasing intervals. In Mathematics, after teaching algebraic expressions, ask a few questions on the same topic not only the next day but again after a week and then after a month, so knowledge doesn’t fade away.

• Interleaved: Mix topics to strengthen flexible thinking. For example, in Geography, combine a recall task on states and capitals with a map-labelling exercise on rivers, so students practise switching between types of knowledge.

We will write in more detail about these features of retrieval practice in upcoming editions. 

Forgetting is natural and unavoidable, but instead of being a problem, it’s actually what makes recall powerful. Each time students actively recall information from memory after a gap, they remember it more strongly and forget it more slowly. Passive review methods like rereading or highlighting may feel easier, but they don’t convince the brain that the knowledge is worth remembering. By weaving in small, regular, low-pressure recall activities – spread out over time and mixed across topics – teachers can help students carry their learning well beyond the next test and into real life.

As classroom teachers, you can try implementing retrieval strategies in your classroom. If you need help planning your retrieval practice routines at a school level, reach out to us at info@things-education.com or +919898469961.

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Edition: 4.42