Spaced Retrieval Cards

Worked classroom example

Mathematics

Worked example

Learners define factor from memory, check it, then explain how 4 is a factor of 20; later they retrieve multiple in a different example.

Teaching sequence

1. Prepare cards for factor, multiple, product and ratio. Introduce spaced retrieval cards with one clear success criterion: retrieve a small set of terms at spaced points in a lesson, check meanings and apply each term to a new example before revealing the answer.
2. Model one short example from terms from the current unit and an earlier unit. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of Mathematics content. Use the prompt “Which term can you explain before turning the card over?” to check whether their language matches their evidence.
4. Collect one independent response. Use a delayed fresh example to check durable recall and accurate application. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Retrieve a small set of terms at spaced points in a lesson, check meanings and apply each term to a new example before revealing the answer.

Independent check

Use a delayed fresh example to check durable recall and accurate application.

Scaffold built into this activity: More scaffold

Begin with picture or worked-example cues and allow a partner check after retrieval.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Begin with picture or worked-example cues and allow a partner check after retrieval.

Greater independence

Mix terms from two units and ask learners to identify and explain a useful connection.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.