Building Deep Understanding Through Active Recall – From Information to Knowledge Construction.
Our schoolED consultant Dr Julie Bowe writes – In the world of teaching and learning, time-tested strategies often find fresh support in the science of how the brain learns best. One such example is the enduring “See one, do one, teach one” model—commonly used in clinical training but relevant across disciplines—which echoes modern cognitive research on how knowledge is built and retained. Interestingly, it aligns closely with what author and computer science professor Cal Newport calls one of the most effective study strategies: active recall.
At its core, “See one, do one, teach one” follows a three-step arc. First, the learner observes a task or concept in action. Next, they try it themselves. Finally, they reinforce and extend their understanding by teaching it to someone else. Each step increases cognitive demand and encourages the learner to reconstruct information in sustained sentences in order to help another understand—an essential principle of active recall.
Cal Newport’s approach to active recall centres on this very idea: the act of retrieving knowledge from memory is what strengthens learning. He suggests that students should regularly close their books and attempt to recall information or explain concepts without prompts in clear sentences that will inform the listener. While Newport emphasises the importance of making sense aloud, adding layers of active thinking before speaking, it is just as valuable in writing. This kind of effortful retrieval is far more powerful than passively reviewing information.
The “teach one” phase of the traditional model is especially aligned with active recall. Explaining a concept to someone else—or even pretending to—forces students to organize their thinking and uncover gaps in their understanding and language. This mirrors what cognitive scientists and Newport alike highlight: teaching is one of the most effective ways to learn.
Educators can harness this connection by designing learning experiences that build toward student-led explanation. Whether through peer instruction, self-quizzing, or reflective writing, combining structured guidance with moments of recall helps students move from information to ownership—and from knowing to truly understanding.
