Active recall: techniques and studying methods

Active recall  is a study technique in which students actively retrieve information from memory, rather than passively reviewing it.

Unlike passive learning, this technique forces the brain to remember information, which strengthens long-term memory and improves comprehension.

Techniques such as flashcards, self-explanation, and the Feynman method yield results that far exceed those of simple rereading.

In this guide, you will discover the key techniques and methods for applying active recall, as well as guidelines to follow to maximize its effects in the classroom.

What is active recall?

Active recall is one of the most effective study strategies backed by cognitive science, based on students actively retrieving information from their memory.

Unlike passive memorization techniques, such as reading and rereading notes, in this memory stimulation dynamic, students are consciously involved in the process, searching for answers in their brains and using self-assessment.

There are three basic steps to follow:

1. Students review the information they need to learn.
2. They actively retrieve it to reformulate it without looking at their notes, textbooks, or the source of information they are using.
3. Finally, they verify that the information retrieved is correct and complete it if necessary, this time using the source of information.

This is one of the most effective techniques for strengthening brain connections, fixing information in the long term, and increasing its transferability, as supported by scientific evidence and cognitive psychology in studies such as The critical role of retrieval practice in long-term retention (Roediger & Butler, 2011).

Research such as that by Jeffrey D. Karpicke and Janell R. Blunt, published under the title Retrieval practice produces more learning than elaborative studying with concept mapping, demonstrates the great effectiveness of active recall compared to rereading content.

Active recall is not the same as information recognition

In fact, active recall is not the same as information recognition, which can give students a false sense of knowledge.

For example, this recognition can occur in a multiple-choice test where the information appears in the answers and, for that very reason, the student recognizes it. But this does not always mean that they can discuss the topic at hand.

In other words, feeling that you know something is not the same as remembering the information from scratch. To construct an answer without consulting the source of information, it is necessary to search for the data in your memory.

Is note-taking active recall?

No, when students take notes, they are doing passive review (reading, rereading, and writing down important points). While this is an exercise that helps them understand and reframe information, which is essential for learning, it is not one of the best techniques for assimilating it.

In this sense, the ideal is for students to complete the knowledge acquisition process by establishing deep neural pathways through active recall.

Would you like to see some examples of active recall?

To clear up any doubts you may have about this active study technique, take a look at these examples:

• Answer any type of question, even the most mundane, such as “What did you do yesterday?”
• Answer questions on a test that does not offer a choice of answers.
• Tell stories or summarize the plot of a book, series, or movie.

As you can see, active recall necessarily involves an exercise in digging deep into your memory to retrieve information.

What are the benefits of active recall backed by science?

Active recall actively stimulates memory during learning to improve long-term retention, increase study efficiency, optimize knowledge transfer, and improve metacognition, which makes it easier for learners to be aware of what they actually know.

We suggest addressing these and other benefits through three concepts that play a role in active information retrieval: the testing effect, desirable difficulty, and the forgetting curve.

Testing effect

The testing effect not only significantly improves memorization, but also understanding of memorization and its transfer.

This effect has been observed in both verbal and visual materials and is one of the most effective strategies for promoting long-term learning, as demonstrated in studies such as the one conducted by Andrew C. Butler entitled Repeated testing produces superior transfer of learning relative to repeated studying (2010).

Desirable difficulty

Desirable difficulty suggests that introducing a certain level of difficulty into the learning process has very beneficial effects on retention and transfer of learning.

At first, learning will require more effort, but the understanding that students achieve is deeper and more lasting, as has been supported by various experts such as John L. Dobson and Tracy Linderholm.

Specifically, in their study The effect of selected “desirable difficulties” on the ability to recall anatomy information, these researchers highlight the great advantages of the read-generate-read-generate (R-G-R-G) and read-test-read-test (R-T-R-T) models over the classic read-read-read-read (R-R-R-R) model. The most effective model, due to its greater difficulty, was found to be R-T-R-T.

Forgetting curve

Hermann Ebbinghaus describes in his studies how memory of information deteriorates over time if it is not reinforced in what he called the forgetting curve.

However, multiple studies, such as those we have discovered in this article, indicate that active recall and other information retrieval techniques such as spaced repetition (sequential reviews after memorization) help counteract the effect of this curve.

In short, active recall uses the testing effect and active practice to reduce the forgetting curve and improve retention, a process that is enhanced by the principle of desirable difficulty, which, thanks to effort, generates more lasting learning.

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Active recall studying: what are the most effective techniques?

When introducing active recall studying into learning dynamics, methodologies such as flashcards, the Feynman technique, or self-testing and summarization can facilitate the process.

Let’s take a closer look at these and other strategies.

7 key active recall study methods

Here are 7 key methods for successfully applying active recall in the classroom.

Flashcards and spaced repetition

These are a way for students to test their knowledge by preparing a series of educational cards with a question or topic to be developed on one side and the solution on the other. They can be used on both sides, depending on the approach you take.

A great advantage of this method is that it can be used in combination with others, such as spaced repetition or the Leitner method.

The Leitner technique consists of creating three boxes that correspond to the student’s level of knowledge, into which flashcards are placed as they progress. The process is as follows:

• Box 1: contains new cards or cards that the student has failed. It is reviewed regularly (daily or every other day).
• Box 2: contains cards that the student has gotten right once. It is reviewed less frequently, for example, once a week.
• Box 3: contains flashcards that have been mastered and are left in that box to be reviewed every two weeks.

In reality, each student should set their own pace, adapting it to their own rhythm.

Self-testing and summarization

These two techniques are easy to apply and are also known as free recall. They consist of the person writing down everything they remember about a topic they have studied without referring to the textbook, their notes, or any external source of information.

Once the exercise is complete, they should go to the source to fill in any missing information. Anything they got wrong can be turned into flashcards that the student can work on until they have consolidated their memory.

This can also work by making diagrams, infographics, or mind maps instead of writing summaries.

The SQ3R Method

This comprehensive reading technique improves comprehension and retention of texts. It is based on five steps to learn to read actively and in a structured way, as well as improving concentration:

• Survey. Explore the material to get an overview of the content.
• Question. Create questions about what the student hopes to learn from the text.
• Read. Read carefully, looking for answers to the questions asked.
• Recite. Summarize what you have learned in your own words, without looking at the text.
• Review. Reinforce your knowledge by reviewing the content.

This method is repeated as many times as necessary until the information is retained.

Feynman technique and teaching others

Teaching others is another effective technique for incorporating active recall into the classroom. The Feynman technique consists of explaining a topic in simple words, as if explaining it to a child, using analogies, examples, and any other resources that facilitate understanding.

The process helps to detect gaps or identify obstacles. It should be repeated until the obstacles are removed and the explanation is clear, understandable, and fluent.

Cornell note-taking system

This is a cognitive reinforcement note-taking system that divides a sheet of paper into three sections: one column for class notes, another for writing questions or keywords, and a space at the bottom for students to summarize what they have learned in their own words.

As you can see, the Cornell method improves note-taking by promoting active retrieval of information. Students can also use this layout to quickly identify which parts of a subject they need to study in more depth.

In addition, this technique facilitates the use of flashcards thanks to the questions already asked and the key concepts identified.

Pomodoro technique

The Pomodoro technique helps manage time. It consists of working without interruptions in blocks of work or “pomodoros” that last about 25 minutes, followed by a 5-minute break. Students should repeat the process four times, after which they should take a longer break of about 15 to 30 minutes.

During the pomodoros, you can encourage students to study actively using flashcards or by asking themselves questions, rather than reading passively.

In the last 5 minutes, tell them that they can do a free recall, i.e., write down everything they remember without looking at their notes or the textbook.

Elaborative encoding and encoding specificity principle

Elaborative encoding relates new information to prior knowledge to make it more meaningful and promote knowledge consolidation.

This technique is related to the encoding specificity principle, which states that information is better remembered when the retrieval context (emotional state, environment, etc.) matches the encoding context.

In this case, they can also help you enhance active recall. For example, by relating the content to personal experiences or significant prior knowledge when explaining a topic, or by recreating the conditions of an exam (lighting, posture, silence, format, etc.).

Loci’s method

Do you know how Sherlock Holmes manages to solve his cases? This is largely due to the construction of what is known as a memory palace, a way of applying Loci’s method.

This mnemonic technique involves associating the information that the person is trying to remember with specific places in a mental journey. In other words, you have to create a route, such as your own home, and assign a vivid image to each place that will trigger your memory.

Here is an example so you can practice before teaching it to your students:

• Choose a place you know very well.
• Associate concepts with places using hyperbole, humor, surrealism, or absurdity.
• Practice active recall by trying to remember the information as you walk through your memory palace in your mind. One trick is to always do it in the same order.

I imagine you’ve already figured out that the Loci method is a powerful form of elaborative encoding.

How to apply these active recall methods in practice?

Below, we would like to share some recommendations for applying the techniques we have just explained and improving your results:

• Use physical flashcards combined with digital ones in specific applications such as Anki.
• Remember to write down self-questions while you study or after each section.
• After each study stage, practice blurting, which is writing down everything you remember about a topic before reviewing your notes.
• Conduct regular self-assessments of your practice.
• Explain the information you have studied to someone else, making sure they understand everything.

• Use apps to integrate self-assessment and active review methods into your practice that offer fun activities, scoring systems, ratings, etc. They will help you stay motivated.
• Alternate different techniques (for example, flashcards one day and blurting the next). This will help you stay motivated and increase the effectiveness of the process.
• Create a spaced repetition roadmap for older content to beat the forgetting curve.
• Don’t wait until you know everything about a topic to use active recall. It can be applied from the beginning of learning.
• Avoid rereading without a goal, as this gives a false sense of learning (“illusion of competence”).
• Start with short active recall sessions of about 10 to 15 minutes and gradually increase them.
• Don’t forget to return to the source of information after each attempt to remember in order to consolidate learning and identify gaps.

Who can benefit from active recall techniques?

These techniques are beneficial for all educational levels, but it is important to be patient, as they require a certain amount of training and consistency.

They are particularly useful for preparing for exams that require solid preparation and deep understanding, such as the SAT, ACT, AP exams, or professional assessments such as the MCAT or USMLE.

So, does active recall really work for medical students?

Yes, active recall is particularly effective in fields such as medicine.

In fact, researchers Roediger, Putnam, and Smith, in their study The effect of testing and feedback on the forgetting curves for radiograph interpretation skills, evaluated the forgetting rate in medical students. They found that the practice of active recall, with or without feedback, influences the long-term retention of radiographic interpretation skills.

Can active recall also be beneficial for students with ADHD?

Yes, the dynamics of active recall encourage concentration with short, challenging tasks that help maximize focus in people with ADHD.

In addition, it requires time and content structuring that can be accompanied by personalized instructional scaffolding and visual techniques to improve the attention of these students with special needs.

What are the best apps for improving active recall in the classroom?

There are various types of apps that you can use to dynamically introduce active recall in the classroom and motivate digital native students.

Here are some examples for you to explore and select the ones that best suit your programs or teaching style:

• Quizlet. Allows you to create interactive cards and games to gamify your information retrieval processes.
• Memrise. Facilitates contextual practice with videos of native speakers in different languages.
• Brainscape. Helps optimize the process with the use of smart cards that adjust the frequency according to the student’s level of confidence.
• RemNote. An app that combines concept maps with flashcards.
• GoodNotes. This is a program that primarily helps you write and take notes, but can also be used to write answers from memory and review visually by doing self-assessments.

How to do active recall and apply it effectively in practice?

The steps to effectively apply active recall are as follows:

• Study a topic.
• Try to remember as much information as possible without looking at your notes.
• You can activate your memory by summarizing, writing down everything that comes to mind, answering questions you ask yourself, etc. It is best to change strategies to promote cognitive flexibility.
• When you fail, look for the solution or fill in the information you have forgotten and alternate topics.
• Repeat using spaced repetition at a pace that suits your needs.
• Avoid common mistakes such as passively rereading or not setting clear goals.

What mistakes should you avoid when applying the active recall technique?

Write down the most common mistakes to avoid:

• Passively rereading without trying to remember.
• Not spacing out study sessions.
• Not using complementary techniques such as summarization or teaching others.
• Falling into a lack of planning.
• Not setting clear goals.
• Relying on Internet search engines or artificial intelligence to find answers instead of looking for them yourself.

How long should each active recall session last?

It is recommended that active recall sessions last about 15 minutes, with short breaks between sessions.

However, there is no ideal duration; the key is to keep the sessions short and frequent for maximum effectiveness.

How can active memory be combined with mind maps?

Concept maps are a useful tool for organizing and linking concepts that you can combine with active recall by following these steps:

• Study a topic and take notes.
• Create a mind map from memory, without consulting your notes, to activate active recall.
• When you can’t remember anything else, compare the information you have retrieved from your memory with your notes.
• Complete your map with any missing information and correct any mistakes you may have made.
• Repeat the mind map a few days later to reinforce your memory.
• Make a note of the information you find most difficult to memorize and create flashcards to work on it more intensively.

Would you like to broaden your perspective on active recall?

In addition to the scientific studies we have shared with you throughout this article, we invite you to discover a series of materials that will help you learn more about active recall and its benefits:

• Free resources, guides, and studies on this technique at retrievalpractice.org, a project founded by Dr. Pooja Agarwal.
• Article How To Study: Active Recall – The ‘High Utility’ Technique You Should Be Using by Ali Abdaal, a British doctor who offers accessible information on how to apply this active technique.
• Khan Academy, a non-profit educational website founded by Salman Khan, an American educator and engineer, to work on different subjects and prepare for standardized tests.
• The book Powerful Teaching: Unleash the Science of Learning by Pooja K. Agarwal.

In this guide, you have discovered that active recall is a powerful technique, backed by neuroscience, that improves memory and academic performance and can benefit students from school to their professional careers.

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