Retrieval Practice for Memory Formation and Retention in the Catechism Classroom

Abstract

Retrieval practice can be defined as when “learners recall and apply multiple examples of previously learned knowledge or skills after a period of forgetting.”1It’s simple to understand and execute, supported by numerous research studies, and advocated by cognitive scientists and educational researchers, yet it is often absent or deemphasized in classrooms. This paper will demonstrate that retrieval practice strategies are crucial for supporting the formation and maintenance of memory and that they can be easily and quickly implemented to improve and enhance catechism lessons in ways that align with current educational research and Lutheran catechetical goals, leading to better student outcomes in the areas of knowledge retention and overall understanding.