Retrieve an important idea and respond to the evidence.
Science: “Sketch a liquid particle arrangement and label two features.” Check closeness and irregular arrangement, not decorative accuracy.
Choose one important idea from a previous lesson and a quick response format.
Give a short no-notes recall prompt.
Allow about a minute for an individual response.
Compare with a model or check criteria and correct a gap.
Use the pattern of errors to select the next teaching step.
Remove the response template while keeping a clear learning target.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose one important idea from a previous lesson and a quick response format.
Give a short no-notes recall prompt. Allow about a minute for an individual response.
Repeat later with a different prompt to see whether the correction was retained.
Remove the response template while keeping a clear learning target.
Repeat later with a different prompt to see whether the correction was retained.
Adapt these prompts to the task and your learners.
Our purpose is: Retrieve an important idea and respond to the evidence.
Which detail supports your explanation? Show me how you know.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Maths: retrieve one method and explain its first step.
Humanities: retrieve a cause and explain its connection to the outcome.
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.
Keep the strategy. Change the subject.
Ask learners to sketch a liquid’s particle arrangement from memory in 60 seconds.
Particles are close together but irregularly arranged, and can move past one another.
Use the response to choose the next teaching move; speed alone is not evidence of understanding.
Retrieve one cause of an event and explain the link to an outcome.
Migration increased the city’s population, which added to the demand for housing.
Use the response to choose the next teaching move; speed alone is not evidence of understanding.
Retrieve a language choice and explain how it worked in the passage.
Repeating “alone” kept drawing attention to the narrator’s isolation.
Use the response to choose the next teaching move; speed alone is not evidence of understanding.
Retrieve a fraction comparison method and explain its first step.
I choose a common denominator so that the fractions describe equally sized parts.
Use the response to choose the next teaching move; speed alone is not evidence of understanding.