Daily Review is an important component of instruction. It helps cement the connections between learnt material. Automatic recall of words, concepts and procedures frees working memory for problem-solving and creativity.

• Technique 20 - Do Now. Use a short warm up activity that students can complete with instruction or direction from you. This can be a retrieval exercise which helps the class settle while you are welcoming them at the door, checking equipment and taking the register. TA can assist the students with the activity.
   
• Technique 5 - Show Me. Flip the classroom dynamic in which the teacher gleans data from a passive group of students. Have students actively show evidence of their understanding. Use of the MWB’s is a really good way of doing Show Me! All classrooms should have their own set of MWB’s and MWB pens available on group desks.

Our working memory is small, only handling a few bits of information at once. Avoid overload; take time to present new materials in small steps and proceed only when the first steps are mastered.

• Technique 16 - Begin with the End. Teachers need to be clear through planning what the Big Question is that needs to be answered by the end, and decide how to break this down into components on the MTP and then what the key assessment points are to check the understanding as the students’ progress through the learning.
   
• Technique 21 - Name the steps. Break down complex tasks within a lesson carefully to be able to guide students of all attainment levels through the required learning and the stretch learning. This should all be connected to the planning that is exemplified in Technique 16.

The most successful teachers plan good questions to gain the CFU. Questions allow teachers to determine how well the material is learned and how to proceed with next steps.

• Technique 32 - Wait Time. Allow students time to think before answering. Use ‘Think pair share’ to allow students time to think. Use MWB’s to record the thinking process, then discuss with a partner before sharing with class.
   
• Technique 33 - Cold Call. Create a positive culture where you can call on students regardless of whether they have raised their hands and students are ready to offer what they know.

Students need cognitive support to help them to learn how to solve problems. Modelling, worked examples and teacher thinking out loud, help clarify the specific steps in volved and reduce the load on working memory.

• Technique 39 - Show Call. Create an incentive to complete writing with quality by publicly show casing and revisiting student writing. The teacher needs to have scanned the room and have an idea of the progress through the use of live marking and so will know who to call upon as good examples. Every classroom has a visualiser to make this technique work.
   
• Technique 22 - Board Vs Paper. Model and shape how students should take notes in order to capture the information that you present. Use here the techniques taught to the students from Year 7 onwards of flash cards and mind maps through the DBLP programme.

Students need more time to rephrase, elaborate, summarise new material. Successful teachers build in time for this as it supports greater understanding as well as more successful retention in the long-term memory.

• Technique 42 - Habits of Discussion. Make your discussions more productive and enjoyable by using the Crookhorn College Rules for discussion. This will allow the discussion to be more efficiently cohesive and therefore connected directly to learning journey.
   
• Technique 8 - Culture of error. Create an environment where your students feel safe making and discussing mistakes, so you can spend less time hunting for errors and more time fixing them.

More CFU means more processing, greater long-term retention and better teacher understanding in terms of gaps. Very effective teachers avoid seeking nods from students and use targeted questioning to find misconceptions.

• Technique 2 - Targeted questioning. As a quick series of carefully planned, open-ended questions directed at a strategic sample of the class and executed in a short time period.
   
• Technique 4 - Tracking not Watching. Be intentional about how you scan your classroom. Decide specifically what you are looking for and remain focussed on these avoiding distractions. This will also help you maintain strong non-verbal behaviour control as well as you will move and track round the classroom based on your predicted areas of need.

Obtaining a high success rate at each stage of delivery will build solid foundations and avoid entrenching misconceptions. Moving on to quickly will reduce effectiveness and also prevent students who are struggling with their understanding to be able to secure the clarity required.

• Technique 6 - affirmative check in. Insert specific points ( CFU and live marking) into your lesson when students must get confirmation that their work is correct, productive, or sufficiently rigorous before moving onto the next stage.
   
• Technique 10 - own and track. Have students correct or revise their own work, fostering an environment of accountability for the correct answer. This can be done through live marking and student response in red pen.

Scaffolds are temporary supports to assist learning. They can include modelling, teacher thinking aloud, cue cards and checklists. Scaffolds are part of a ‘Cognitive apprenticeship’ leading to competence and independence.

• Technique 15 - without apology. Embrace rather than apologise for; rigorous content; academic challenge and the hard work necessary to achieve excellence. Aim high with expectations and challenge and support.
   
• Technique 35 - Break it down. When a student makes an error, provide just enough help to allow them to solve as much of the original problem as they can.

Rigorously monitored practice or overlearning, secures success and competence. This in turn means that the students will have strong recall as knowledge and skills are moved to the long term memory. This provides the strongest base for subsequent learning.

• Technique 37 - Everybody Writes. Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss. This is part of effective TPS - where students record their thinking on the MWB before sharing in a pair.
   
• Technique 41 - Front the Writing. Arrange lessons, so the writing comes earlier in the process - to ensure that students think rigorously in writing and have the opportunity to work independently - prior to feedback. It also gives the opportunity for students to respond and redraft following feedback given through live marking.

The effort involved in recalling recently learnt material embeds it in long term memory to develop extensive and available background knowledge. The more this happens, the easier it is to connect new material.

Crookhorn Techniques:

1. Low stakes quizzes.
2. Seneca H/W’s.
3. Its learning quizzes where students have to utilise previous plans to recall knowledge.
4. Cue Cards - review a component of learning.
5. Mind mapping- a component or topic of learning.
6. Do Now - recall and retrieval tasks.