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"Why don't more teachers know about the science of learning?"

We get this question often and we feel strongly that the solution is to make the science of learning accessible, digestible, and actionable.

Which is why we are thrilled that our Retrieval Practice Guide has been translated into Spanish, Portuguese, and Mandarin (Simplified and Traditional)!

Why is this important? Because we are harnessing the science of learning classroom by classroom, and school by school. Today, with the help of many translators, now we can harness the science of learning across the globe.

Download our new translations, spread the word, and let's change the conversation to "All teachers know about the science of learning."

Translating Retrieval Practice Around the World

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It's clear: Retrieval practice dramatically improves long-term learning, enhances transfer of knowledge, and reduces student anxiety.

In order to share these research-based strategies with as many educators as possible, we are proud to announce new translations of our Retrieval Practice Guide! The Guide is now available in Spanish, Portuguese, Mandarin Simplified, and Mandarin Traditional.

Please share the Retrieval Practice Guide with your colleagues and help make an impact on educators and students around the world.

We are indebted to each and every one of our volunteer translators: Roberta Ekuni, Sabine Pompeia, Rogelio Hernández, Lauren Edinborough, Muzi Chen, Kaiqi Guo, Jianyi Liu, Qiyang Minnie Lin, Li Pan, and Steven Pan.

Download Our NEW Translations

Behind the Scenes of the Retrieval Practice Guide

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Starting in 2006, four cognitive scientists at Washington University in St. Louis embarked on what would become a 10-year project conducting rigorous research on teaching strategies – including retrieval practice, spacing, and feedback – in authentic K-12 classrooms.

With generous grant support from the Institute of Education Sciences, our very first research project was conducted in collaboration with Patrice Bain, a veteran K-12 teacher at Columbia Middle School in Columbia, Illinois.

As the project grew to numerous K-12 classrooms and subject areas, we consistently found that retrieval practice improved students' long-term learning, increasing grades from a C to an A. Over the course of 10 years, nearly 1,500 students participated in this cutting-edge research.

Fast forward to 2013, when the Retrieval Practice Guide was created with the help of teachers via focus groups, surveys, and classroom observations. With a number of updates between then and now, thousands of educators around the world have downloaded and shared the Guide with others.

Currently, Pooja K. Agarwal continues to publish research on classroom applications of retrieval practice; Henry L. Roediger, III and Mark A. McDaniel recently published Make it Stick: The Science of Successful Learning, sharing our research in schools and research by many cognitive scientists; and Kathleen B. McDermott conducts neuroscience research on retrieval practice.

We are thrilled and honored to share this research with you as we embark on a new era of research-based teaching and transformed learning.