10 CORE WALKTHRUs

1 POSITIVE RELATIONSHIPS

2 ESTABLISH YOUR EXPECTATIONS

3 SEQUENCE CONCEPTS IN SMALL STEPS

4 LIVE MODELLING

5 SCAFFOLDING

6 COLD CALLING

7 CHECK FOR UNDERSTANDING

8 QUIZZING

9 WEEKLY & MONTHLY REVIEW

10 GUIDED PRACTICE
 POSITIVE
RELATIONSHIPS

SERIES
BEHAVIOUR & RELATIONSHIPS

1 ESTABLISH NORMS AROUND CLEAR ROLES AND BOUNDARIES

2 COMMUNICATE KINDNESS

3 LEARN NAMES AND USE THEM

4 COMBINE ASSERTIVENESS WITH WARMTH

5 ALWAYS BE THE ADULT

 POSITIVE RELATIONSHIPS 1 2 3 4 5

PROJECT YOUR VOICE COMMUNICATE KINDNESS PROJECT YOUR VOICE PROJECT YOUR VOICE PROJECT YOUR VOICE
CALMLY, FIRMLY CALMLY, FIRMLY CALMLY, FIRMLY CALMLY, FIRMLY

§ Everyone has the right to feel safe, respected and valued; to feel they
belong.
§ Focus on learning, free from distractions or emotional threats.
§ Communicate trustable feedback that students will act on.
§ Aligned to very different roles and responsibilities.
POSITIVE RELATIONSHIPS 1 2 3 4 5

ESTABLISH NORMS AROUND

CLEAR ROLES AND BOUNDARIES

Teachers have role-authority alongside a

duty of care.

Relationships with students should focus

on the share purpose of achieving
learning.

Once students understand the boundaries,

they accept them as norms within which
everyone co-exists happily.
POSITIVE RELATIONSHIPS 1 2 3 4 5

COMMUNICATE KINDNESS

All positive relationships have kindness in

common.

Kindness in all interactions.

Keep kindness at the forefront especially if

you have challenging situations to deal
with.
POSITIVE RELATIONSHIPS 1 2 3 4 5

LEARN NAMES AND USE THEM

Take time to learn names early on with a

new class.

Use a seating plan to reference as you ask

questions.

Better if you can say “Michael, what do

you think?” or “Aysha, let's have you
facing this way thanks”.
POSITIVE RELATIONSHIPS 1 2 3 4 5

COMBINE ASSERTIVENESS WITH

WARMTH

Possible to be very strict if needed,

strongly enforcing a boundary, at the same
time as being warm, kind and caring.

Be firm when needed, consistently and

fairly.

Also communicate that students are

valued and respected.
POSITIVE RELATIONSHIPS 1 2 3 4 5

COMBINE ASSERTIVENESS WITH

WARMTH

However inappropriately students behave,

remain as calm and rational as possible.

Respond using adult language and

Positive Framing.

Don't resort to sarcasm, idle threats or

personal remarks.
 POSITIVE RELATIONSHIPS 1 2 3 4 5

PROJECT YOUR VOICE COMMUNICATE KINDNESS PROJECT YOUR VOICE PROJECT YOUR VOICE PROJECT YOUR VOICE
CALMLY, FIRMLY CALMLY, FIRMLY CALMLY, FIRMLY CALMLY, FIRMLY

§ Everyone has the right to feel safe, respected and valued; to feel they
belong.
§ Focus on learning, free from distractions or emotional threats.
§ Communicate trustable feedback that students will act on.
§ Aligned to very different roles and responsibilities.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

ESTABLISH YOUR
EXPECTATIONS
 ESTABLISH YOUR
EXPECTATIONS

SERIES
BEHAVIOUR & RELATIONSHIPS

1 DECIDE YOUR EXPECTATIONS

2 COMMUNICATE YOUR EXPECTATIONS

3 REINFORCE YOUR EXPECTATIONS

4 REDIRECT, CORRECT OR CHALLENGE

5 SUSTAIN YOUR EXPECTATIONS

 ESTABLISH YOUR EXPECTATIONS 1 2 3 4 5

DECIDE YOUR COMMUNICATE YOUR REINFORCE YOUR REDIRECT, CORRECT OR SUSTAIN YOUR
EXPECTATIONS EXPECTATIONS EXPECTATIONS CHALLENGE EXPECTATIONS

§ “You establish what you establish” Bill Rogers.

§ If you tolerate low standards, you have established that this is the norm so
this is what you will get.
§ If you establish that you will take action, students learn to function with your
higher expectations.
§ Whatever you establish becomes the norm; “What you permit, you
promote”.
ESTABLISH YOUR EXPECTATIONS 1 2 3 4 5

DECIDE YOUR EXPECTATIONS

Determine exactly what your expectations

are for every aspect of running your
lessons:
which equipment to bring
how to enter and move between tasks
how to listen when others are talking
how to ask and answer questions
how work should be set out.
POSITIVE RELATIONSHIPS 1 2 3 4 5

COMMUNICATE YOUR
EXPECTATIONS

Talk through your expectations with each

class.

Use visual reminders for clarification.

Use a ‘checking for understanding’

process to ensure your students know
what you mean

Walk through routines rehearsing how they

work.
POSITIVE RELATIONSHIPS 1 2 3 4 5

REINFORCE YOUR EXPECTATIONS

Follow through, routinely and positively.

If you weaken commitment to your own

expectations, this undermines their value.

Use positive framing to restate your

expectations.
POSITIVE RELATIONSHIPS 1 2 3 4 5

REDIRECT, CORRECT OR
CHALLENGE

When expectations are not met, use

positive correction to redirect.

e.g. If you have asked for silence, it must

be truly silent.

e.g. If people are talking, make sure they

have stopped before you try to talk.

Be very precise and direct.

POSITIVE RELATIONSHIPS 1 2 3 4 5

SUSTAIN YOUR EXPECTATIONS

It is easier to sustain high expectations if

they become part of a set of routines.

Routines need to be rehearsed multiple

times before becoming literally routine.
 ESTABLISH YOUR EXPECTATIONS 1 2 3 4 5

PROJECT YOUR VOICE COMMUNICATE KINDNESS PROJECT YOUR VOICE PROJECT YOUR VOICE PROJECT YOUR VOICE
CALMLY, FIRMLY CALMLY, FIRMLY CALMLY, FIRMLY CALMLY, FIRMLY

§ “You establish what you establish” Bill Rogers.

§ If you tolerate low standards, you have established that this is the norm so
this is what you will get.
§ If you establish that you will take action, students learn to function with your
higher expectations.
§ Whatever you establish becomes the norm; “What you permit, you
promote”.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

SEQUENCE CONCEPTS
IN SMALL STEPS
 SEQUENCE CONCEPTS
IN SMALL STEPS

SERIES
CURRICULUM PLANNING

1 IDENTIFY PRE-REQUISITE KNOWLEDGE

2 IDENTIFY THE MOST BASIC FIRST STEPS

3 IDENTIFY THE SERIES OF NEXT STEPS

4 DESIGN INSTRUCTIONAL INPUTS

5 DESIGN PRACTICE TASKS

 SEQUENCE CONCEPTS IN SMALL STEPS 1 2 3 4 5

IDENTIFY PRE-REQUISITE IDENTIFY THE MOST BASIC IDENTIFY THE SERIES OF DESIGN INSTRUCTIONAL DESIGN PRACTICE TASKS
KNOWLEDGE FIRST STEPS NEXT STEPS INPUTS

§ To form secure schema, students assimilate new learning with what they
already know.
§ Extent of prior knowledge and limitations of working memory are constraints.
§ Learning often forms around a logical set of ideas or steps building on each
other.
§ The more knowledgeable students are, the bigger these steps can be.
SEQUENCE CONCEPTS IN SMALL STEPS 1 2 3 4 5

IDENTIFY PRE-REQUISITE
KNOWLEDGE

Consider how new learning could be

broken down into a series of steps.

Consider what your assumptions are

about students’ prior knowledge.

Check that students all have this

knowledge before proceeding.
SEQUENCE CONCEPTS IN SMALL STEPS 1 2 3 4 5

IDENTIFY THE MOST BASIC FIRST

STEPS

Often the most important decision: where

to begin?

What are the ideas on which all the rest

depends?

This could be some vocabulary, a mental

or spatial model or the ‘big picture’.
SEQUENCE CONCEPTS IN SMALL STEPS 1 2 3 4 5

IDENTIFY THE SERIES OF NEXT

STEPS

Build on the first steps, breaking down the

concepts and skills further.

Look for common misconceptions and the

more difficult stages.

Run through the steps to check students

could understand a concept or perform
the task to the level required.
SEQUENCE CONCEPTS IN SMALL STEPS 1 2 3 4 5

DESIGN INSTRUCTIONAL INPUTS

Students will need to practise each step

one by one and then in short sequences
before attempting to practise the whole
sequence.

Select the appropriate Practice and

Retrieval tools to support students in
gaining the level of fluency they need.
SEQUENCE CONCEPTS IN SMALL STEPS 1 2 3 4 5

DESIGN PRACTICE TASKS

It is easier to sustain high expectations if

they become part of a set of routines.

Routines need to be rehearsed multiple

times before becoming literally routine.
 SEQUENCE CONCEPTS IN SMALL STEPS 1 2 3 4 5

IDENTIFY PRE-REQUISITE IDENTIFY THE MOST BASIC IDENTIFY THE SERIES OF DESIGN INSTRUCTIONAL DESIGN PRACTICE TASKS
KNOWLEDGE FIRST STEPS NEXT STEPS INPUTS

§ To form secure schema, students assimilate new learning with what they
already know.
§ Extent of prior knowledge and limitations of working memory are constraints.
§ Learning often forms around a logical set of ideas or steps building on each
other.
§ The more knowledgeable students are, the bigger these steps can be.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

LIVE MODELLING
 LIVE MODELLING

SERIES
EXPLAINING & MODELLING

1 MODEL EACH STAGE STEP BY STEP

2 MODEL HOW YOU ORGANISE MESSY THINKING

3 REVIEW THE SUCCESS OR QUALITY OF YOUR OWN WORK

4 MODEL ALTERNATIVES AND FURTHER EXAMPLES

5 SET TASKS TO EMULATE THE MODEL

 LIVE MODELLING 1 2 3 4 5

MODEL EACH STAGE STEP MODEL HOW YOU ORGANISE REVIEW THE SUCCESS OR MODEL ALTERNATIVES AND SET TASKS TO EMULATE
BY STEP MESSY THINKING QUALITY OF YOUR FURTHER EXAMPLES THE MODEL
OWN WORK

§ For effective instructional teaching, teachers need to walk through a learning

process themselves, highlighting key procedures and the thinking that
underpins them.
§ The metacognitive aspect is important, making implicit decision-making
explicit.
§ Provide examples of completed work that can serve as scaffolds for
students.
LIVE MODELLING 1 2 3 4 5

MODEL EACH STAGE STEP BY STEP

Talk through the preliminary thinking;

narrate how you think through the
problem: What is being asked? What
information do we already have?

Undertake the task yourself, talking

through each step one action at a time.

Use a visualiser or other method to ensure

all students see what is being done.
LIVE MODELLING 1 2 3 4 5

MODEL HOW YOU ORGANISE

MESSY THINKING

Part of the modelling narrative should

include your decision-making process.
How do you decide what to do next?

Model how: you float possible ideas before

selecting one; you edit or improve your
work; you put an array of ideas into a
logical sequence.
LIVE MODELLING 1 2 3 4 5

REVIEW THE SUCCESS OR QUALITY

OF YOUR OWN WORK

Stand back from your example to review it

and check for understanding of each step.

Evaluate whether your model is correct,

complete or meets the success criteria.

Make this explicit: Have I done it well? Am

I correct? Discuss ways it could be
improved.
LIVE MODELLING 1 2 3 4 5

MODEL ALTERNATIVES AND

FURTHER EXAMPLES

It is important not to confine students’

thinking by basing their responses on just
one example.

Model multiple alternatives, highlighting

how they each meet the success criteria or
provide valid alternative routes to success.

One example is rarely sufficient.

LIVE MODELLING 1 2 3 4 5

SET TASKS TO EMULATE THE

MODEL

Modelling is just the beginning of the

process; it is important that students now
try to put the ideas that have been
modelled into practice themselves.

Initially Guided Practice will be important.

Then students should move towards

Independent Practice.
 LIVE MODELLING 1 2 3 4 5

MODEL EACH STAGE STEP MODEL HOW YOU ORGANISE REVIEW THE SUCCESS OR MODEL ALTERNATIVES AND SET TASKS TO EMULATE
BY STEP MESSY THINKING QUALITY OF YOUR FURTHER EXAMPLES THE MODEL
OWN WORK

§ For effective instructional teaching, teachers need to walk through a learning

process themselves, highlighting key procedures and the thinking that
underpins them.
§ The metacognitive aspect is important, making implicit decision-making
explicit.
§ Provide examples of completed work that can serve as scaffolds for
students.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

SCAFFOLDING
 SCAFFOLDING

SERIES
EXPLAINING & MODELLING

1 MAP OUT THE COMPONENTS OF A TASK

2 PROVIDE SUPPORTS AT A DETAILED LEVEL

3 PROVIDE SUPPORTS AT OVERVIEW LEVEL

PREPARE SCAFFOLDING SETS OFFERING VARYING LEVELS OF

4 SUPPORT

5 TAKE THE SCAFFOLDING DOWN

 SCAFFOLDING 1 2 3 4 5

MAP OUT THE PROVIDE SUPPORTS AT A PROVIDE SUPPORTS AT PREPARE SCAFFOLDING TAKE THE SCAFFOLDING
COMPONENTS OF A TASK DETAILED LEVEL OVERVIEW LEVEL SETS OFFERING VARYING DOWN
LEVELS OF SUPPORT

§ Rosenshine suggests that more effective teachers successfully provide

scaffolds for difficult tasks.
§ Rather than setting lower expectations for students, they support them to
reach ambitious goals using a range of scaffolding processes that guide
them forward.
§ Crucially, the metaphor embeds the idea that, when ready, scaffolding
always comes down.
SCAFFOLDING 1 2 3 4 5

MAP OUT THE COMPONENTS OF A

TASK

Break down a task into steps that students

will need to follow in order to achieve
success.

Consider the difficulties that students will

encounter moving through the steps.

Design resources that support them to

make those steps successfully.
SCAFFOLDING 1 2 3 4 5

PROVIDE SUPPORTS AT A
DETAILED LEVEL

Detailed scaffolding might include:

Word lists, sentence starters or sentence

builders, useful phrases and connectives.

Diagrams, concept maps or other forms of

dual coding.

Knowledge organisers or exemplars of

different elements.
SCAFFOLDING 1 2 3 4 5

PROVIDE SUPPORTS AT OVERVIEW

LEVEL

Whole-task scaffolds might include:

Essay structure strips.

Checklists of success criteria and

prompts: e.g. Have you checked your full
stops and capital letters?

Exemplars of completed or partially

completed tasks.
SCAFFOLDING 1 2 3 4 5

PREPARE SCAFFOLDING SETS

OFFERING VARYING LEVELS OF
SUPPORT

Set everyone a common goal of producing

work to a high standard but give students
the level of scaffolding appropriate for their
level of confidence.

It can work for students to select their own

level but this needs careful monitoring.
SCAFFOLDING 1 2 3 4 5

TAKE THE SCAFFOLDING DOWN

The classic sequence in modelling and

scaffolding is: I do it; We do it; You do it.

The culmination of an instruction and

practice phase should be that students
attempt a task independently.

If the scaffolding has achieved its purpose,

this can be a confidence boosting
moment.
 SCAFFOLDING 1 2 3 4 5

MAP OUT THE PROVIDE SUPPORTS AT A PROVIDE SUPPORTS AT PREPARE SCAFFOLDING TAKE THE SCAFFOLDING
COMPONENTS OF A TASK DETAILED LEVEL OVERVIEW LEVEL SETS OFFERING VARYING DOWN
LEVELS OF SUPPORT

§ Rosenshine suggests that more effective teachers successfully provide

scaffolds for difficult tasks.
§ Rather than setting lower expectations for students, they support them to
reach ambitious goals using a range of scaffolding processes that guide
them forward.
§ Crucially, the metaphor embeds the idea that, when ready, scaffolding
always comes down.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

COLD CALLING
 COLD CALLING

SERIES
EXPLAINING & MODELLING

1 ASK THE CLASS THE QUESTION

2 GIVE THINKING TIME

3 SELECT SOMEONE TO RESPOND

4 RESPOND TO THE ANSWERS

5 SELECT ANOTHER STUDENT AND RESPOND AGAIN

 COLD CALLING 1 2 3 4 5

ASK THE CLASS THE GIVE THINKING TIME SELECT SOMEONE TO RESPOND TO THE ANSWERS SELECT ANOTHER STUDENT
QUESTION RESPOND AND RESPOND AGAIN

§ This technique helps address two main purposes of questioning: making all
students think and providing feedback to the teacher about how things are
going.
§ If you allow ‘hands up’ or calling out, you only get responses from
volunteers.
§ Cold calling allows you to choose who answers, keeping the whole class
involved and giving you better information to plan your next steps.
COLD CALLING 1 2 3 4 5

ASK THE CLASS THE QUESTION

Ask a question aimed at everyone in the

room, giving them all a chance to consider
the answer, checking their understanding.

Don’t accept hands up or calling out.

Cold Calling tells all students to be

prepared to give their answers.
COLD CALLING 1 2 3 4 5

GIVE THINKING TIME

Allow students time to think in silence

before seeking responses.

This could be 5–30 seconds or perhaps

longer depending on the complexity.

Use thinking time to scan the room,

checking students are focusing on the
task.
COLD CALLING 1 2 3 4 5

SELECT SOMEONE TO RESPOND

Select a student to respond.

“James, what were you thinking?” This

invitational style allows James to present
his half-formed thoughts or to say that he
wasn’t sure.

If we over-stress correctness at an early

stage, this can inhibit less confident
students.
COLD CALLING 1 2 3 4 5

RESPOND TO THE ANSWERS

Turn each question into a short exchange.

Respond with an affirmation and a
Probing Question or a Process
Question.

If the answer isn’t quite right, respond with

“Good try… but that’s not quite right…”
before re-teaching .

The Say It Again Better strategy is useful

as a response.
COLD CALLING 1 2 3 4 5

SELECT ANOTHER STUDENT AND

RESPOND AGAIN

Invite another student to respond to the

exact same question or a slight extension.

Choose a range of students including

those who are enthusiastic and those who
are less confident.
 COLD CALLING 1 2 3 4 5

ASK THE CLASS THE GIVE THINKING TIME SELECT SOMEONE TO RESPOND TO THE ANSWERS SELECT ANOTHER STUDENT
QUESTION RESPOND AND RESPOND AGAIN

§ This technique helps address two main purposes of questioning: making all
students think and providing feedback to the teacher about how things are
going.
§ If you allow ‘hands up’ or calling out, you only get responses from
volunteers.
§ Cold calling allows you to choose who answers, keeping the whole class
involved and giving you better information to plan your next steps.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

CHECK FOR
UNDERSTANDING
 CHECK FOR
UNDERSTANDING

SERIES
EXPLAINING & MODELLING

1 COLD CALL, ASKING WHAT, NOT IF

2 PROBE WITH A SHORT DIALOGUE

3 FOLLOW-UP WITH MORE CHECKING DIALOGUES

4 EXPLORE DIFFERENCES AND DETAILS

5 RE-TEACH, DEFER OR MOVE ON

 CHECK FOR UNDERSTANDING 1 2 3 4 5

COLD CALL, ASKING PROBE WITH A SHORT FOLLOW-UP WITH MORE EXPLORE DIFFERENCES RE-TEACH, DEFER OR
WHAT, NOT IF DIALOGUE CHECKING DIALOGUES AND DETAILS MOVE ON

§ A central idea in Rosenshine’s Principles is that more effective teachers

systematically check for understanding from students.
§ We can’t assume students understand unless we get feedback telling us
what they have understood.
§ The information we receive informs the next steps in a learning sequence.
§ The checking process itself also helps students to secure deeper
understanding.
CHECK FOR UNDERSTANDING 1 2 3 4 5

COLD CALL, ASKING WHAT, NOT IF

Select a student to share their thinking.

“Louisa, what have you understood?”

This is a much better question than asking

“Has everyone understood?” or “Louisa,
do you understand?”

Louisa now has to construct a response

that shows what she has understood
about the question.
CHECK FOR UNDERSTANDING 1 2 3 4 5

PROBE WITH A SHORT DIALOGUE

Go beyond accepting a short response.

Find out more about what the student
thinks, checking that they have
understood the material in hand.

“That's interesting; what other reasons

could there be; which is the most
important; what would happen next?”
CHECK FOR UNDERSTANDING 1 2 3 4 5

FOLLOW-UP WITH MORE

CHECKING DIALOGUES

Select another student and repeat the

process.

They should answer the same question

using their previous thinking combined
with ideas from the previous exchange.

Select more responses if you’re looking for

a wider range, particularly if the material is
challenging or open-ended.
CHECK FOR UNDERSTANDING 1 2 3 4 5

EXPLORE DIFFERENCES AND

DETAILS

There is rich material in the exploring

differences between student explanations.

Which answer is more accurate,

appropriate or sophisticated? Are there
any errors or misconceptions?

Is each alternative answer equally valid?

CHECK FOR UNDERSTANDING 1 2 3 4 5

RE-TEACH, DEFER OR MOVE ON

Decide whether students seem to have

understood to sufficient depth.

If they have, move on or elect to give more

challenging questions.

If they have not, go back to re-teach key

aspects or provide more practice.
 CHECK FOR UNDERSTANDING 1 2 3 4 5

COLD CALL, ASKING PROBE WITH A SHORT FOLLOW-UP WITH MORE EXPLORE DIFFERENCES RE-TEACH, DEFER OR
WHAT, NOT IF DIALOGUE CHECKING DIALOGUES AND DETAILS MOVE ON

§ A central idea in Rosenshine’s Principles is that more effective teachers

systematically check for understanding from students.
§ We can’t assume students understand unless we get feedback telling us
what they have understood.
§ The information we receive informs the next steps in a learning sequence.
§ The checking process itself also helps students to secure deeper
understanding.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

QUIZZING
 QUIZZING

SERIES
PRACTICE & RETRIEVAL

1 SPECIFY THE MATERIAL IN ADVANCE

ASK A SET OF SHORT FACTUAL RECALL QUESTIONS, VARYING

2
IN STYLE

3 GIVE ALL STUDENTS TIME TO ANSWER ALL

OF THE QUESTIONS

4 PROVIDE THE ANSWERS FOR STUDENTS TO

SELF OR PEER-CHECK

5 AFFIRM GOOD PERFORMANCE AND SEEK OUT WRONG

ANSWERS
 QUIZZING 1 2 3 4 5

SPECIFY THE MATERIAL IN ASK A SET OF SHORT GIVE ALL STUDENTS TIME PROVIDE THE ANSWERS AFFIRM GOOD
ADVANCE FACTUAL RECALL TO ANSWER ALL FOR STUDENTS TO PERFORMANCE AND SEEK
QUESTIONS, VARYING IN OF THE QUESTIONS SELF OR PEER-CHECK OUT WRONG ANSWERS
STYLE

§ A routine quiz helps check that students have learned the material.
§ Quizzing provides information to student and teacher about where gaps
exist.
§ It reinforces the retrieval strength of the material so it’s easier to remember
later.
§ Quizzing is a form of practice; the more it is done, the more fluently students
remember.
QUIZZING 1 2 3 4 5

SPECIFY THE MATERIAL IN

ADVANCE

Ensure the material that will be the focus

of future quizzing has already been taught.

Give students resources they can use to

study from in advance, allowing them to
prepare.

A good quiz should be designed to build

confidence with every student aiming at a
high success rate.
QUIZZING 1 2 3 4 5

ASK A SET OF SHORT FACTUAL

RECALL QUESTIONS, VARYING IN
STYLE
Ask 5–10 questions checking for recall in a
variety of styles: short answer fact check;
short problem solving.

Multiple choice questions; True/False;

error spotting; labelling diagrams/image
recognition.

Recitation of quotes or definitions; short

bullet-point lists.
QUIZZING 1 2 3 4 5

GIVE ALL STUDENTS TIME TO

ANSWER ALL OF THE QUESTIONS
The goal is to check that all students know
all the material in question.

A quiz should allow all students to answer

all the questions, not giving them a
selection or hearing answers before
they’ve been able to check their own
recall.

Can be done as mini paper test, asked

verbally one by one or presented all at
once for students to answer in their own
time.
QUIZZING 1 2 3 4 5

PROVIDE THE ANSWERS FOR

STUDENTS TO SELF OR
PEER-CHECK
Once the students have completed the
quiz, provide the answers for them to
check.
A time-efficient process is to reveal all
answers simultaneously on a slide or
visualiser.
The key is that students see or hear the
answers so they can compare their own
for accuracy. Peer checking is a useful
alternative.
QUIZZING 1 2 3 4 5

AFFIRM GOOD PERFORMANCE

AND SEEK OUT WRONG ANSWERS

In addition to the retrieval practice itself,

the most useful outcome from a quiz is
that each student learns where they have
gaps in their knowledge and the teacher
learns what the common gaps are.

After answers have been checked, ask

students for examples of questions they
got wrong. Explore the reasons,
re-teaching as needed.
 QUIZZING 1 2 3 4 5

SPECIFY THE MATERIAL IN ASK A SET OF SHORT GIVE ALL STUDENTS TIME PROVIDE THE ANSWERS AFFIRM GOOD
ADVANCE FACTUAL RECALL TO ANSWER ALL FOR STUDENTS TO PERFORMANCE AND SEEK
QUESTIONS, VARYING IN OF THE QUESTIONS SELF OR PEER-CHECK OUT WRONG ANSWERS
STYLE

§ A routine quiz helps check that students have learned the material.
§ Quizzing provides information to student and teacher about where gaps
exist.
§ It reinforces the retrieval strength of the material so it’s easier to remember
later.
§ Quizzing is a form of practice; the more it is done, the more fluently students
remember.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

MONTHLY &
WEEKLY REVIEW
 WEEKLY & MONTHLY
REVIEW

SERIES
PRACTICE & RETRIEVAL

1 GENERATE STUDY RESOURCES

2 PLAN FOR SPACED PRACTICE

3 SET A RETRIEVAL PRACTICE ACTIVITY

4 EXPLORE GAPS AND ERRORS

5 MAKE CONNECTIONS
 WEEKLY & MONTHLY REVIEW 1 2 3 4 5

GENERATE STUDY PLAN FOR SPACED SET A RETRIEVAL PRACTICE EXPLORE GAPS AND MAKE CONNECTIONS
RESOURCES PRACTICE ACTIVITY ERRORS

§ A routine quiz helps check that students have learned the material.
§ Quizzing provides information to student and teacher about where gaps
exist.
§ It reinforces the retrieval strength of the material so it’s easier to remember
later.
§ Quizzing is a form of practice; the more it is done, the more fluently students
remember.
WEEKLY & MONTHLY REVIEW 1 2 3 4 5

SPECIFY THE MATERIAL IN

ADVANCE

Provide or engage students in producing

resources that will support them in
building secure schema in the long term.

This might include reading material,

Knowledge Organisers or making
structured notes in exercise books.

It is easier to engage in evaluation of a

review if there are clear resources that the
retrieval tasks relate to.
WEEKLY & MONTHLY REVIEW 1 2 3 4 5

PLAN FOR SPACED PRACTICE

As well as planning lessons taking

students forward, plan pauses to look
back over material that was explored
previously.

A weekly review and a monthly review are

only loose guides. You might choose to
review material covered much longer ago.

It can help to build in a routine, e.g. a 15-

minute slot once per week to build a
rhythm to your reviews.
WEEKLY & MONTHLY REVIEW 1 2 3 4 5

SET A RETRIEVAL PRACTICE

ACTIVITY

Choose an activity to test students’ recall

of the previous learning:

Quizzing; Peer-Supported Retrieval;

Elaborative Interrogation; Rehearsal
and Performance.

Mind-mapping, problem-solving or writing

tasks using elements of recall; reciprocal
teaching, where students explain ideas to
their peers.
WEEKLY & MONTHLY REVIEW 1 2 3 4 5

EXPLORE GAPS AND ERRORS

Engage all students in checking their recall

of all the relevant knowledge, then
establish the common gaps.

If students have forgotten, give time to

reconsolidate their knowledge by
re-examining the material.

If they can no longer perform tasks or

explain concepts, re-teach the key ideas.
WEEKLY & MONTHLY REVIEW 1 2 3 4 5

MAKE CONNECTIONS

Whilst reviewing previously learned

material, show students how it connects to
other topics they’ve covered including the
current one.

This helps to strengthen their wider

schema-buiding, linking ideas together
rather than making them seem
disconnected.
 WEEKLY & MONTHLY REVIEW 1 2 3 4 5

GENERATE STUDY PLAN FOR SPACED SET A RETRIEVAL PRACTICE EXPLORE GAPS AND MAKE CONNECTIONS
RESOURCES PRACTICE ACTIVITY ERRORS

§ A routine quiz helps check that students have learned the material.
§ Quizzing provides information to student and teacher about where gaps
exist.
§ It reinforces the retrieval strength of the material so it’s easier to remember
later.
§ Quizzing is a form of practice; the more it is done, the more fluently students
remember.
 1 2 3 4 5 6 7 8 9 10
POSITIVE ESTABLISH SEQUENCE LIVE SCAFFOLDING COLD CHECK FOR QUIZZING WEEKLY & GUIDED
RELATIONSHIPS YOUR CONCEPTS IN MODELLING CALLING UNDERSTANDING MONTHLY PRACTICE
EXPECTATIONS SMALL STEPS REVIEW

NEXT UP

GUIDED PRACTICE
 GUIDED PRACTICE

SERIES
PRACTICE & RETRIEVAL

1 EXPLAIN AND MODEL THE NEW LEARNING

2 SET SHORT TASK USING MODELLED KNOWLEDGE OR SKILL

3 CIRCULATE ACTIVELY CHECKING FOR SUCCESS

4 CHECK FOR ERROR; AFFIRM SUCCESS

5 RE-TEACH OR EXTEND THE PRACTICE

 GUIDED PRACTICE 1 2 3 4 5

EXPLAIN AND MODEL THE SET SHORT TASK USING CIRCULATE ACTIVELY CHECK FOR ERROR; AFFIRM RE-TEACH OR EXTEND THE
NEW LEARNING MODELLED KNOWLEDGE CHECKING FOR SUCCESS SUCCESS PRACTICE
OR SKILL

§ Rosenshine suggests students need a high success rate when learning new
material.
§ This requires clear models and scaffolds with teachers guiding early stages
of practice, making sure students get details right, practising doing things
right.
§ Re-teach material if students are struggling or, conversely, move students
onto n independent practice if they are gaining fluency.
GUIDED PRACTICE 1 2 3 4 5

EXPLAIN AND MODEL THE NEW

LEARNING

Introduce the new idea or skill using the

range of Explaining and Modelling
techniques.

Take accout of students’ prior knowledge

and confidence levels in highlighting the
most important steps, common difficulties
and misconceptions.

Make it seem achievable.

GUIDED PRACTICE 1 2 3 4 5

CIRCULATE ACTIVELY CHECKING

FOR SUCCESS

Initiate practice tasks in which students

are asked to follow the method or use the
ideas that have been modelled.

Where needed, keep the worked examples

or exemplars in view as students engage
in the practice.
GUIDED PRACTICE 1 2 3 4 5

CIRCULATE ACTIVELY CHECKING

FOR SUCCESS

Move around the teaching space looking

for success with the modelled knowledge
or skill.
Walk amongst students rather than relying
on observing from the front of the class
and asking questions.
Engage in individual feedback
conversations as you circulate; gather
information to inform whole-class
feedback.
GUIDED PRACTICE 1 2 3 4 5

CHECK FOR ERROR; AFFIRM

SUCCESS

Identify early successes to reinforce the

ideas or elements of performance to build
confidence.

Highlight key elements of weak

performance or errors in understanding.

Where these are common to the class,

address the whole group to restate or
remodel aspects of the material.
GUIDED PRACTICE 1 2 3 4 5

RE-TEACH OR EXTEND THE

PRACTICE

Be vigilant in detecting students who are

struggling and students who are flying
through the material. In either case, initiate
an appropriate response:

Re-teach or provide more modelled

answers to reinforce first steps.

Or, extend the practice to include a wider

range of examples or more challenging
content.
 GUIDED PRACTICE 1 2 3 4 5

EXPLAIN AND MODEL THE SET SHORT TASK USING CIRCULATE ACTIVELY CHECK FOR ERROR; AFFIRM RE-TEACH OR EXTEND THE
NEW LEARNING MODELLED KNOWLEDGE CHECKING FOR SUCCESS SUCCESS PRACTICE
OR SKILL

§ Rosenshine suggests students need a high success rate when learning new
material.
§ This requires clear models and scaffolds with teachers guiding early stages
of practice, making sure students get details right, practising doing things
right.
§ Re-teach material if students are struggling or, conversely, move students
onto n independent practice if they are gaining fluency.