Closed book/open book
Set an assessment/quiz to support retrieval of content previously taught. Students divide the page in half and answer first on the left side with no books or notes to support them (you could just use different coloured pens rather than divide the page). Then allocate another period of time where they can use their books, notes if they wish, to add to their answers. By using the left-right column method, they are forced not only to spend time retrieving the information (or even just trying – which still benefits memory), but also have a clear record of how easily and accurately they could arrive at correct answers from long-term memory, without consulting external sources. This supports metacognition by building students’ explicit awareness of their level of learning, which can then be used to guide their study.
Questions that could be used during/after an independent task
What am I trying to accomplish? (This encourages the student to identify the purpose of the activity)
What strategies am I using? (This requires students to think about what is required of them)
How well am I using the strategies? (This encourages students to monitor their progress and adapt if necessary)
What else could I do (When students get stuck, this encourages them to think for themselves!)
What resources have you used in your learning on this topic so far and how useful were they? How else could you use them to support your learning?
How much has today’s learning challenged you? How could you increase the challenge? How would you tackle it?
What skills have you been developing in the lesson so far?
In what contexts outside the classroom might you encounter what we are learning today?
How could what you have learned today be used in other subject areas?
What do you need to do next to make further progress?