How do you build retrieval practice into lessons without eating up planning time?

I've tried quick "brain dump" recalls at the start of class, where students write everything they remember from the last lesson before we review anything — no notes allowed. It's helped, but I'm curious what other low-prep strategies teachers use to make review actually stick, instead of feeling like busywork students tune out. Bonus points if it works well in a mixed-ability classroom, since my strongest recallers tend to dominate any verbal review before quieter or more struggling students get a chance to try.