Mini Teach-Back
Learners prepare a one-minute explanation with a main point, one example and a check question for listeners.
Worked classroom example
Mathematics
Teach a partner how to compare two representations of the same value.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Give each pair a short section or worked example to understand.
- Learners plan a one-minute teach-back using point, example and check question.
- Listeners answer the check question and name one clear explanation choice.
Materials and purpose
a short source or worked example
A small audience and simple structure make subject presentation manageable.
Try it in your next lesson
Prepare
Use a short source or worked example. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Learners prepare a one-minute explanation with a main point, one example and a check question for listeners.
Check independent transfer
Listeners answer the check question and name one clear explanation choice.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
What did your listener understand from the example?
“What would help your listener follow that explanation?”
“How would you revise your response after that question?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Offer thinking time, a small phrase bank and a clear listener role. Collect an individual explanation after paired rehearsal. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.