| Low Intensity | Cue Cards Create cue cards that are specific to each new information point you have covered linked to a definition or concept. | How-to Guide Create a how-to-guide to explain the information you have learnt so far. Your instructions should be clear for someone else to read. | Rank Order Organise and rank previously acquired learning resources (handouts etc) according to areas of study and areas of strength/weakness. | Visual Diagram/Mind Map Create an ongoing visual diagram outlining the key concepts of the topic you are currently covering. | Blind Recall Without referring to notes, make a key list of all the key knowledge and skill dot points relevant to an area of study |
| Low Intensity | Low Stakes Writing Re-read information from the most recent lesson and write a summary. | Learning Continuum Timeline Track each new information point you learn on a timeline poster/document in written format. | FAQs Develop a list of what you believe would be frequently asked questions about the topic you are covering. For each question, create a predicted response. | Content Confidence Check List Make a list of all the key points you have covered, and colour code them according to confidence and understanding using a scale to indicate proficiency. | Cue Card Race Arrange cue cards across a table either definition or term side up and set up a timer to verbally identify or recount the definition accurately before moving to the next cue card. This can be done individually or in a group. |
| High Intenstiy | I Wonder... Follow up the next lesson with a content related question to your teacher about the previous lesson focus. Aim to develop questions that not only confirm knowledge, but challenge and propose different interpretations. | Mnemonic Memory Develop a mnemonic that outlines a process or area of knowledge to embed a specific terminology or sequence of information. | Connecting Chunks Using your cue cards, randomly select two or more and write a brief statement of how these concepts could link together. | Draw It Right Complete an annotated diagram that responds to an exam style question, that can clearly address the criteria of the question. Ask a friend to predict the question you were responding to. An alternate option to complete this is to perform this for interpretation by a peer. | First Responder Provide an answer/response to someone (such as a peer or teacher) and ask them to predict the question you were responding to. |
| High Intenstiy | Get Enriched Quick Attended regular enrichment classes or study sessions outside of class time to reinforce your learning and confidence. | Speak Easy Verbally summarise (teach) to a peer the class content from the most recent lesson and provide them feedback on their work. | Join-the-Dots Complete activities that link your current learning with previous learning within your current area of study. | I-MAP Plus, Minus, Interesting and Actions chart evaluating a recent practice test/assessment you completed - conference with your teacher your analysis of your performance. | Real Time Retrieval Complete a full practice assessment under timed conditions.
Level this up by writing your own assessment or reducing the time given for this practice test/assessment. |
