A former student stopped me in the hall today to tell me how lost she feels in social studies this year. She wishes they still did retrieval practice like we did in my class last year. She explained that she struggles to recall information when she needs it, which leaves her confused as new content builds on what she can’t readily remember. She didn’t articulate it in these terms, but she described exactly what I used retrieval practice to prevent: essential knowledge and vocabulary that aren’t sufficiently secure in long-term memory competing for limited working memory resources when learning new information. When students can automatically recall essential knowledge, they have more working memory available to make connections, interpret new information, and encode it meaningfully. It all builds. New knowledge is understood through the lens of what students already know and can readily retrieve from long-term memory. The more secure that knowledge, the more effectively students can make sense of what comes next avoiding potential feelings of being “lost” and “confused.” Regardless of content or grade level, every teacher needs a deliberate plan for securing essential knowledge in students’ long-term memory. Without one, you’re teaching based more on vibes and feelings than science.