{"id":3851,"date":"2026-08-03T13:19:07","date_gmt":"2026-08-03T13:19:07","guid":{"rendered":"https:\/\/eduflections.blog\/?p=3851"},"modified":"2026-08-03T14:33:39","modified_gmt":"2026-08-03T14:33:39","slug":"teaching-and-learning-wheel","status":"publish","type":"post","link":"https:\/\/eduflections.blog\/?p=3851","title":{"rendered":"Teaching and Learning Wheel"},"content":{"rendered":"\n<p class=\"has-drop-cap has-black-color has-text-color has-link-color wp-elements-fa25127ac549d3d530ca58608c4c45c7 wp-block-paragraph\">Most departments already want teaching and learning to be part of the conversation during meetings, but when there\u2019s a lot going on, finding a useful focus can easily slip. The Teaching and Learning Wheel is there to take away some of that decision-making.<\/p>\n\n\n\n<p class=\"has-black-color has-text-color has-link-color wp-elements-f7624c7fc42fc5826541a0635fcf41f3 wp-block-paragraph\">Add it as a recurring item on the agenda, spin the wheel and use the selected prompt to start a practical conversation about a real lesson coming up. It might spark an idea, help colleagues compare approaches or give the department something useful to think through together.<\/p>\n\n\n\n<p class=\"has-black-color has-text-color has-link-color wp-elements-7d45afe0a1dfa6c9e82b19556c2f8e52 wp-block-paragraph\">The wheel is a prompt, not a prescription. Not every idea will suit every lesson, and there\u2019s no expectation that anyone has to report back. It\u2019s simply there to make regular conversations about teaching and learning easier to begin and, where useful, help someone leave with one thoughtful idea to try.<\/p>\n\n\n\n<!-- Teaching and Learning Wheel: self-contained embed -->\n<style>\n#tlw-app{color-scheme:light}\n#tlw-app, #tlw-app *{box-sizing:border-box}\n#tlw-app{\n  --coffee:#3f352e; --coffee-soft:#6d5a4a; --sage:#5c6f5a; --sage-light:#d7e2d0;\n  --linen:#f6f0e5; --paper:#fffdf8; --hessian:#c9b79f; --clay:#b7806f;\n  --shadow:0 18px 45px rgba(73,57,43,.12); --radius:26px;\n  font-family:\"Century Gothic\",\"Avenir Next\",Avenir,\"Trebuchet MS\",sans-serif;\n  color:var(--coffee); line-height:1.55; width:100%; max-width:1180px; margin:0 auto;\n  background:\n    repeating-linear-gradient(0deg,rgba(111,91,69,.025) 0,rgba(111,91,69,.025) 1px,transparent 1px,transparent 5px),\n    repeating-linear-gradient(90deg,rgba(111,91,69,.018) 0,rgba(111,91,69,.018) 1px,transparent 1px,transparent 7px),\n    var(--linen);\n  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stroke=\"currentColor\" stroke-width=\"5\" stroke-linecap=\"round\"\/>\n  <path d=\"M56 26c-8 6-10 15-5 23-8 3-11 12-7 20m25-43c8 6 10 15 5 23 8 3 11 12 7 20M60 22v66\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"4\" stroke-linecap=\"round\"\/>\n  <path d=\"M61 91c4-13 13-21 27-25-1 13-9 22-27 25Z\" fill=\"#d8e2c8\" stroke=\"currentColor\" stroke-width=\"3\" stroke-linejoin=\"round\"\/>\n  <path d=\"M61 91c-3-10-10-16-21-19 1 10 7 17 21 19Z\" fill=\"#ead9c5\" stroke=\"currentColor\" stroke-width=\"3\" stroke-linejoin=\"round\"\/>\n<\/svg><div>\n      <p class=\"tlw-kicker\">Teaching \u00b7 Learning \u00b7 Growth<\/p>\n      <h1>The Teaching and Learning Wheel<\/h1>\n    <\/div><\/div>\n    <p class=\"tlw-tagline\">A small weekly prompt that turns how learning works into one thoughtful decision for a real lesson.<\/p>\n  <\/header>\n  <main class=\"tlw-main\">\n    <details class=\"tlw-routine\">\n      <summary>How to use this as part of a department meeting<\/summary>\n      <div class=\"tlw-routine-grid\">\n        <div class=\"tlw-routine-step\"><strong>1 \u00b7 Return<\/strong>Begin with an optional reflection from last time, if anyone has something useful to share.<\/div>\n        <div class=\"tlw-routine-step\"><strong>2 \u00b7 Spin<\/strong>Read the selected focus and Learning Link together.<\/div>\n        <div class=\"tlw-routine-step\"><strong>3 \u00b7 Think<\/strong>Anchor the prompt in a lesson already planned for the coming week.<\/div>\n        <div class=\"tlw-routine-step\"><strong>4 \u00b7 Sharpen<\/strong>Use the time available to hear one or two plans and refine them together.<\/div>\n        <div class=\"tlw-routine-step\"><strong>5 \u00b7 Close<\/strong>Take away one possible action; no compulsory reporting.<\/div>\n      <\/div>\n    <\/details>\n    <div class=\"tlw-layout\">\n      <section class=\"tlw-wheel-panel\" aria-label=\"Teaching and learning wheel controls\">\n        <div class=\"tlw-wheel-wrap\">\n          <div class=\"tlw-pointer\" aria-hidden=\"true\"><\/div>\n          <canvas class=\"tlw-wheel-canvas\" id=\"tlw-wheel\" width=\"760\" height=\"760\" aria-hidden=\"true\"><\/canvas>\n          <div class=\"tlw-wheel-centre\">T&amp;L Wheel<\/div>\n        <\/div>\n        <div class=\"tlw-controls\">\n          <button class=\"tlw-button tlw-primary\" id=\"tlw-spin\" type=\"button\">Spin the wheel<\/button>\n          <label class=\"tlw-select-label\" for=\"tlw-domain-select\">Or choose a domain<\/label>\n          <select class=\"tlw-select\" id=\"tlw-domain-select\"><option value=\"\">Select a domain\u2026<\/option><\/select>\n        <\/div>\n      <\/section>\n      <section class=\"tlw-card\" id=\"tlw-card\">\n        <div class=\"tlw-card-empty\" id=\"tlw-empty\"><div><div class=\"tlw-seed\">\ud83c\udf31<\/div><h2>One Small Teaching Decision<\/h2><p>Spin the wheel. A domain and one practical focus will be selected. Your department can keep it or choose another focus from the same card.<\/p><\/div><\/div>\n        <div class=\"tlw-card-content\" id=\"tlw-content\">\n          <div class=\"tlw-card-head\" id=\"tlw-card-head\">\n            <div class=\"tlw-domain-row\"><div><div class=\"tlw-domain-number\" id=\"tlw-domain-number\"><\/div><h2 id=\"tlw-domain-title\"><\/h2><\/div><\/div>\n            <p class=\"tlw-what\" id=\"tlw-what\"><\/p>\n            <div class=\"tlw-boundary\"><strong>Keep it distinct:<\/strong> <span id=\"tlw-boundary\"><\/span><\/div>\n          <\/div>\n          <div class=\"tlw-focus-area\">\n            <div class=\"tlw-focus-picker\"><label class=\"tlw-select-label\" for=\"tlw-focus-select\">Your randomly selected focus \u00b7 override if another suits this week better<\/label><select class=\"tlw-select\" id=\"tlw-focus-select\"><\/select><\/div>\n            <h3 class=\"tlw-focus-title\" id=\"tlw-focus-title\"><\/h3>\n            <div class=\"tlw-panel tlw-learning\"><div class=\"tlw-panel-label\"><span class=\"tlw-icon\">\ud83e\udde0<\/span>The Learning Link<\/div><p id=\"tlw-learning\"><\/p><\/div>\n            <div class=\"tlw-panel tlw-action\"><div class=\"tlw-panel-label\"><span class=\"tlw-icon\">\ud83c\udf3f<\/span>Put It into Action<\/div><span class=\"tlw-action-lead\">For a lesson you have already planned for the coming week, try to\u2026<\/span><p class=\"tlw-action-text\" id=\"tlw-action\"><\/p><\/div>\n            <div class=\"tlw-card-actions\"><button class=\"tlw-button tlw-secondary tlw-small\" id=\"tlw-copy\" type=\"button\">Copy the action<\/button><button class=\"tlw-button tlw-secondary tlw-small\" id=\"tlw-random-focus\" type=\"button\">Choose another focus<\/button><span class=\"tlw-copy-status\" id=\"tlw-copy-status\" role=\"status\"><\/span><\/div>\n            <details class=\"tlw-lenses\"><summary>Optional lens: adapt without adding workload<\/summary><div class=\"tlw-lens-grid\"><div class=\"tlw-lens\"><strong>Adaptive teaching<\/strong>What does current evidence suggest this class needs?<\/div><div class=\"tlw-lens\"><strong>Access and participation<\/strong>Who could be blocked from the thinking, and what small adjustment would help?<\/div><div class=\"tlw-lens\"><strong>High expectations and belonging<\/strong>How can this communicate that every student is expected and supported to improve?<\/div><\/div><\/details>\n          <\/div>\n        <\/div>\n      <\/section>\n    <\/div>\n  <\/main>\n  <footer class=\"tlw-footer\"><strong>A prompt, not a prescription.<\/strong> Subject expertise and professional judgement decide whether, where and how the focus belongs.<\/footer>\n  <span class=\"tlw-sr\" id=\"tlw-announcement\" role=\"status\" aria-live=\"polite\" aria-atomic=\"true\"><\/span>\n<\/div>\n\n<script>\n(function(){\n  \"use strict\";\n  const domains=[{\"number\": 1, \"title\": \"Retrieval and Review\", \"what\": \"Deliberately bringing relevant previous learning back to mind so that students can strengthen it, connect it and use it again.\", \"boundary\": \"Teacher recap and rereading can support learning, but they are not retrieval practice because students are not required to bring the knowledge to mind themselves.\", \"focuses\": [{\"title\": \"Prerequisite Retrieval\", \"learning\": \"New learning is easier to access when the relevant prior knowledge can be retrieved. A brief check before teaching can reactivate that knowledge and reveal gaps that may otherwise obstruct the lesson.\", \"action\": \"Identify the prior knowledge students need to access the new learning. Draft a small set of prompts that will retrieve it, and decide how you will respond if important gaps appear.\"}, {\"title\": \"Cumulative Review\", \"learning\": \"Access to knowledge can weaken when it is not retrieved. Returning to important learning after a delay provides another opportunity to strengthen recall and connect it to later work.\", \"action\": \"Identify one important idea from earlier in the unit or course that students will need again. Add a brief retrieval opportunity and decide when the idea should reappear later.\"}, {\"title\": \"Retrieval-Based Do Now\", \"learning\": \"A carefully planned Do Now can bring relevant knowledge into students' minds before new teaching begins. Its value comes from what students are retrieving, not simply from beginning every lesson with a quiz.\", \"action\": \"Design a short Do Now that retrieves knowledge students will need during the lesson. Include only prompts with a clear purpose, then plan how you will connect the responses to the new learning.\"}, {\"title\": \"Free Recall\", \"learning\": \"Reconstructing knowledge without prompts requires students to generate what they know rather than recognise familiar information. This can reveal what is genuinely accessible from memory and where knowledge is incomplete.\", \"action\": \"Choose a topic students have already studied. Plan a short task in which they reconstruct what they know before using notes or receiving prompts. This could be a brain dump, diagram, timeline, process or concept map. Decide how they will check and improve it afterwards.\"}, {\"title\": \"Retrieval Through a Different Representation\", \"learning\": \"Students may appear to know something when it is presented in a familiar format but struggle to access it differently. Retrieving knowledge through another representation can reveal whether their understanding is flexible or tied to one type of task.\", \"action\": \"Take one retrieval task you might normally present as written questions. Redesign it so that students retrieve the same knowledge through a diagram, sequence, table, sketch, calculation, verbal explanation or another subject-appropriate representation.\"}, {\"title\": \"Retrieve, Check and Improve\", \"learning\": \"Attempting retrieval can strengthen later access to knowledge and make gaps visible. Students also need an accurate opportunity to check and resolve incomplete or incorrect responses.\", \"action\": \"Plan one retrieval task. Decide exactly how students will check it and require them to correct, add to or improve their first response rather than simply view the answers.\"}, {\"title\": \"Connect Prior and New Learning\", \"learning\": \"Relevant prior knowledge can help students interpret and organise a new idea. The connection often needs to be activated and made explicit rather than assumed.\", \"action\": \"Choose one new idea you will teach. Identify the previous knowledge that could help students understand it. Write one question that retrieves that knowledge and one follow-up question that makes the connection to the new idea explicit.\"}, {\"title\": \"Reveal a Misconception\", \"learning\": \"Students' existing knowledge may be incomplete or incorrect. Eliciting it before or during teaching allows misconceptions to become visible and gives the teacher evidence about what needs to be addressed.\", \"action\": \"Identify one likely misconception that could interfere with the lesson. Create a retrieval or diagnostic question that could expose it, and decide how you will respond if it appears in a few responses or across much of the class.\"}], \"slug\": \"retrieval-and-review\", \"wheelLabel\": \"Retrieval\", \"color\": \"#D8EBCF\"}, {\"number\": 2, \"title\": \"Explanation\", \"what\": \"Carefully organising and communicating new ideas so that students can connect them to what they already know and build an accurate understanding.\", \"boundary\": \"Explanation communicates and develops understanding. Modelling demonstrates how to perform, think through or construct something. An explanation of why a method works sits here; a demonstration of carrying out the method sits under Modelling.\", \"focuses\": [{\"title\": \"Sequence from Known to New\", \"learning\": \"New information is easier to interpret when relevant prior knowledge is accessible. Activating that knowledge can give students a useful starting point while also revealing whether it is secure enough to build upon.\", \"action\": \"Choose one new concept. Identify the relevant prior knowledge, plan how students will bring it to mind and decide how you will connect it explicitly to the new idea.\"}, {\"title\": \"Break Down Complexity\", \"learning\": \"When an explanation contains several unfamiliar elements, students may struggle to hold and connect them. Organising the explanation into meaningful stages can reduce unnecessary demand while preserving the relationships that matter.\", \"action\": \"Identify one explanation students often find difficult. Break it into meaningful stages and decide what students need to understand before you move from one stage to the next.\"}, {\"title\": \"Concrete to Abstract\", \"learning\": \"A concrete example can make an abstract idea more accessible, but students may focus on surface features. The teacher therefore needs to map the example to the underlying idea and help students move beyond the first case.\", \"action\": \"Choose one abstract idea and a concrete example that makes its structure visible. Plan how you will identify the important correspondence, then use a second case or question to move students towards the general idea.\"}, {\"title\": \"Use an Analogy Carefully\", \"learning\": \"An analogy can help students understand something unfamiliar by connecting it to a structure they already know. However, students may also carry across features that do not apply, so the limits of the analogy must be made explicit.\", \"action\": \"Select one difficult idea that could benefit from an analogy. Identify exactly what the analogy clarifies, where it stops being useful and how you will make both explicit.\"}, {\"title\": \"Use Multiple Representations\", \"learning\": \"A concept may be represented through words, symbols, diagrams, data, examples or physical models. Moving deliberately between representations can deepen understanding when the connections between them are explicitly taught.\", \"action\": \"Choose one concept you will teach. Identify two representations students need to understand and plan how you will show the relationship between them rather than presenting them separately.\"}, {\"title\": \"Plan the Key Wording\", \"learning\": \"The wording of an explanation affects what students notice and how they organise the idea. Precise language, clear contrasts and carefully chosen emphasis can reduce ambiguity and prevent misunderstanding.\", \"action\": \"Identify one part of an upcoming explanation where the wording matters. Draft the sentences that need to be especially precise, then remove ambiguity or unnecessary language.\"}, {\"title\": \"Anticipate the Point of Confusion\", \"learning\": \"Students may interpret an explanation differently from the way the teacher intends. Anticipating a likely point of confusion makes it possible to clarify the relationship before the misunderstanding shapes later learning.\", \"action\": \"Choose one explanation you will give. Identify a likely point where students may misinterpret, lose the thread or make an incorrect connection, and plan how you will expose and address it.\"}, {\"title\": \"Strip Back the Explanation\", \"learning\": \"Information that is irrelevant, distracting or poorly timed can compete with the central idea for students' attention. Removing or delaying it can make the intended relationship easier to notice.\", \"action\": \"Review one explanation, slide or resource. Identify the central relationship students need to understand, then remove or delay anything that competes with it without adding useful meaning.\"}], \"slug\": \"explanation\", \"wheelLabel\": \"Explanation\", \"color\": \"#F2D8C9\"}, {\"number\": 3, \"title\": \"Modelling\", \"what\": \"Making a process, decision or way of thinking visible so that students can see how successful performance is constructed.\", \"boundary\": \"Finished exemplars used to examine quality belong under Making Quality Visible. A model used to demonstrate the process of producing that work belongs here.\", \"focuses\": [{\"title\": \"Live Think-Aloud\", \"learning\": \"Expert decisions often become automatic and therefore invisible. Selectively narrating the important decisions can help students see what to notice, consider and do without overwhelming them with every thought.\", \"action\": \"Choose one task you will teach. Identify a point where students need to see your thinking, not only your finished answer, and script the questions or decisions you will say aloud.\"}, {\"title\": \"Worked Example\", \"learning\": \"When students are not yet fluent in a process, a worked example lets them study a successful solution without generating every step at once. Prompts that direct attention to why the steps work can support understanding rather than imitation.\", \"action\": \"Select one task students are not yet ready to complete independently. Prepare a worked example and add questions that direct attention to the purpose, relationship or decision behind key steps.\"}, {\"title\": \"Model the Decision Points\", \"learning\": \"Students may know individual procedures but struggle to decide when or why to use them. Modelling decision points shows how an expert selects an approach rather than merely carrying it out.\", \"action\": \"Choose one task involving a choice of method, evidence, structure or strategy. Identify the key decision points and model how you would make one of those decisions.\"}, {\"title\": \"Model What to Do When Stuck\", \"learning\": \"Students need strategies for responding when an initial approach does not work. Seeing an expert pause, diagnose the problem and choose a next step can make productive recovery more visible.\", \"action\": \"Choose one task where students commonly become stuck. Plan a short model showing how you would recognise the difficulty, what you would check and how you would decide what to try next.\"}, {\"title\": \"Model Checking and Correction\", \"learning\": \"Successful performance includes monitoring and checking, not only producing an answer. Modelling how errors are noticed and corrected helps students understand that checking is part of the process.\", \"action\": \"Choose one task students will complete. Model one checking routine they could use, including what they should look for and what they should do if they identify a problem.\"}, {\"title\": \"Compare Two Approaches\", \"learning\": \"Once students can follow both approaches, comparing them can reveal differences in decisions, efficiency, assumptions or suitability that a single model may not make visible.\", \"action\": \"Identify a task with two defensible approaches. Present or model both, then plan questions that help students compare when, why or how each approach may be useful.\"}, {\"title\": \"Partially Completed Model\", \"learning\": \"A partially completed model can bridge the move from studying an example to producing the whole process. The omitted section should match what students are ready to generate, explain or justify.\", \"action\": \"Take one complete model and remove a carefully chosen section. Decide what students will complete, explain or justify, and what evidence will show whether that degree of support was appropriate.\"}, {\"title\": \"Gradual Handover\", \"learning\": \"Students are more likely to perform independently when responsibility moves gradually from teacher demonstration to guided participation and then independent application.\", \"action\": \"For one task, plan how responsibility will shift from teacher modelling, to supported participation, to greater student independence. Identify the evidence you will use to decide when students are ready for each shift.\"}], \"slug\": \"modelling\", \"wheelLabel\": \"Modelling\", \"color\": \"#CFE7EE\"}, {\"number\": 4, \"title\": \"Questioning\", \"what\": \"Using carefully chosen questions and follow-up moves to elicit, extend and challenge students' thinking.\", \"boundary\": \"Questions designed specifically to establish whether the class is ready to move on belong under Checking for Understanding. Questioning here is about developing thinking through the question, not sampling the room to make a pace decision.\", \"focuses\": [{\"title\": \"Plan the Key Question\", \"learning\": \"The most useful questions are not always produced spontaneously. Planning a key question allows the teacher to align it with the learning and anticipate the thinking it should reveal or develop.\", \"action\": \"Identify the most important question students need to think about. Anticipate a strong response, a partial response and a likely misconception, then plan a useful follow-up for each.\"}, {\"title\": \"Pose, Pause, Select, Bounce\", \"learning\": \"Posing the question before selecting a respondent gives the whole class a reason to think. A deliberate pause supports preparation, and inviting another student to build on the first response can extend, challenge or refine the idea. The routine works best when it is predictable and partial answers are handled constructively.\", \"action\": \"Choose one important question. Pose it to the whole class, allow genuine thinking time, select a respondent, then invite another student to develop or challenge the response. Plan how you will support an incomplete first answer.\"}, {\"title\": \"Probe an Initial Answer\", \"learning\": \"A first answer may conceal partial understanding, uncertainty or undeveloped reasoning. Probing questions make students elaborate and reveal more of the thinking behind the response.\", \"action\": \"Identify one question you will ask. Prepare two probing follow-ups, such as asking for evidence, reasoning, clarification, an example or a connection.\"}, {\"title\": \"Prompt Without Telling\", \"learning\": \"When a student has enough knowledge to continue, a well-chosen prompt can preserve the thinking they still need to do. When essential knowledge is missing, further explanation or teaching may be more appropriate than another prompt.\", \"action\": \"Choose one point where students often struggle. Plan two prompts that could help them notice the next step, and decide what evidence would tell you that prompting is insufficient and further teaching is needed.\"}, {\"title\": \"Ask for Justification\", \"learning\": \"An answer alone does not reveal whether students understand why it is correct. Asking for justification makes reasoning visible and can expose guessing, imitation or incomplete understanding.\", \"action\": \"Choose one question where the reasoning matters to the lesson goal. Add a requirement to justify, prove, explain or support the response, and decide what kind of evidence would count.\"}, {\"title\": \"Build, Challenge or Refine\", \"learning\": \"Students can deepen their thinking when they respond to the substance of another person's idea. Structured follow-up questions move classroom talk beyond a sequence of separate answers.\", \"action\": \"Select one question. Plan three possible follow-ups: one asking a student to build on an answer, one to challenge it and one to refine it.\"}, {\"title\": \"Increase Thinking Time\", \"learning\": \"Students vary in the time they need to retrieve knowledge and formulate a response. A deliberate pause, brief written rehearsal or partner rehearsal can improve both participation and answer quality.\", \"action\": \"Identify one question you would normally ask and answer quickly. Decide how you will create additional thinking time before taking responses.\"}, {\"title\": \"Move from Recall to Reasoning\", \"learning\": \"Recall questions can establish essential knowledge. A purposeful follow-up can then ask students to connect, explain, compare, apply or justify that knowledge in relation to the lesson goal.\", \"action\": \"Take one recall question. Add a follow-up that requires students to explain a relationship, apply the knowledge, make a comparison or justify a conclusion.\"}], \"slug\": \"questioning\", \"wheelLabel\": \"Questioning\", \"color\": \"#E8D5E8\"}, {\"number\": 5, \"title\": \"Checking for Understanding\", \"what\": \"Gathering evidence from students during learning and using it to decide what should happen next.\", \"boundary\": \"A technique becomes checking for understanding when the evidence informs what happens next. The method matters less than whether it reveals useful information and leads to a teaching decision.\", \"focuses\": [{\"title\": \"Hinge Question\", \"learning\": \"A hinge question checks a critical idea at the point where the lesson could proceed in different directions. It gives the teacher evidence about whether students are ready to continue or need further support.\", \"action\": \"Identify one critical point in the lesson. Write a question that distinguishes between the understandings you need to see, use a response method that reveals the whole-class pattern, and decide what evidence would make you continue, pause or reteach.\"}, {\"title\": \"All-Student Response\", \"learning\": \"Hearing from one or two volunteers gives limited evidence about the class. An all-student response allows the teacher to see patterns of understanding and uncertainty more reliably.\", \"action\": \"Choose one important question. Decide how every student will respond at the same time, using mini-whiteboards, response cards, digital polling, written answers or another suitable method.\"}, {\"title\": \"Diagnostic Multiple Choice\", \"learning\": \"Well-designed incorrect options can represent common misconceptions or errors. Students' choices then reveal not only whether they are wrong, but how they may be thinking.\", \"action\": \"Write one multiple-choice question. Make each incorrect option represent a plausible misconception or error, then decide what different patterns of answers would lead you to do.\"}, {\"title\": \"Check Before Independent Practice\", \"learning\": \"Students who begin independent work with an insecure understanding may practise errors or become unnecessarily stuck. A brief check beforehand can reveal whether further modelling or guided practice is needed.\", \"action\": \"Choose one transition into independent work. Plan a brief check beforehand and define the evidence that would make you reteach, provide further guided practice or move students into independent practice.\"}, {\"title\": \"Purposeful Sampling\", \"learning\": \"Looking at responses from students whose understanding has not yet been heard can improve the quality of the evidence. Sampling should be guided by the current task and recent evidence, not fixed assumptions about individuals.\", \"action\": \"Choose one check. Sample responses that test the impression created by the wider class pattern, including thinking that has not yet been heard, and decide what additional information each sample could provide.\"}, {\"title\": \"Show the Process\", \"learning\": \"A correct final answer can conceal a faulty method or lucky guess. Asking students to show, narrate or represent the process gives stronger evidence about their understanding.\", \"action\": \"Identify one task where the final answer alone is insufficient. Plan how students will reveal their process through working, annotation, explanation, demonstration or sequencing.\"}, {\"title\": \"Exit Question with a Purpose\", \"learning\": \"An exit question is useful when it provides information that shapes later teaching. A generic question may collect responses without revealing anything important.\", \"action\": \"Write one exit question that will inform the next lesson. Decide in advance what different patterns of responses would lead you to revisit, adapt or extend the learning.\"}, {\"title\": \"Respond to the Evidence\", \"learning\": \"Checking only supports learning when the evidence affects teaching. The response might involve reteaching, changing the example, adjusting the practice, regrouping students or moving on.\", \"action\": \"Choose one check you already use. Identify the response patterns you are most likely to see and decide what teaching action each pattern would trigger.\"}], \"slug\": \"checking-for-understanding\", \"wheelLabel\": \"Checking\", \"color\": \"#F4E5AE\"}, {\"number\": 6, \"title\": \"Dual Coding\", \"what\": \"Combining verbal and visual representations purposefully so that each contributes to students' understanding.\", \"boundary\": \"Does not mean adding decorative images or automatically duplicating every word in picture form. Each representation should have a clear purpose, and the relationship between words and visuals should be made explicit.\", \"focuses\": [{\"title\": \"Draw While Explaining\", \"learning\": \"Building a simple visual gradually can direct attention to the relationship between its parts and the accompanying explanation. The benefit depends on coordinating what students see with what they hear rather than presenting two competing streams.\", \"action\": \"Choose one explanation that would benefit from a visual. Plan the simple diagram you will construct live, what you will say as each part appears and how you will signal the connection between them.\"}, {\"title\": \"Reduce or Replace Text with a Purposeful Visual\", \"learning\": \"Dense written information can compete with a spoken explanation. A purposeful visual may communicate structure or relationships more clearly, but essential wording should be retained when precision depends on it.\", \"action\": \"Review one slide or resource. Reduce or replace a block of text only where a diagram, sequence, map or other visual would communicate the intended relationship more clearly.\"}, {\"title\": \"Create a Process Diagram\", \"learning\": \"A process diagram can make sequence, cause, change or movement visible. It helps when the relationships between stages are more important than isolated facts.\", \"action\": \"Identify one process students need to understand. Create or adapt a diagram that shows both the stages and the relationships between them, then plan a question requiring students to explain how one stage affects another.\"}, {\"title\": \"Connect Two Representations\", \"learning\": \"Students may understand a concept in one form but fail to recognise it in another. Explicitly mapping between representations helps them see that both express the same underlying idea.\", \"action\": \"Choose two representations students will encounter, such as words and symbols, a graph and an equation, or a map and a description. Plan how students will identify the correspondence between them.\"}, {\"title\": \"Students Generate the Visual\", \"learning\": \"Once students have enough knowledge to work with, creating a visual can require them to select, organise and connect information. The task is most useful when it represents meaning rather than rewarding decoration.\", \"action\": \"Choose one idea students know well enough to work with. Ask them to represent its key relationships visually, specify what the representation must show and require them to explain one design choice.\"}, {\"title\": \"Annotate a Visual\", \"learning\": \"Annotations can connect visual features to concepts, causes, evidence or explanations. They help students move beyond looking at an image towards interpreting what it communicates.\", \"action\": \"Select one visual students will use. Plan a short annotation task requiring them to explain the meaning or significance of particular features.\"}, {\"title\": \"Strip Back an Overloaded Visual\", \"learning\": \"Busy diagrams and infographics can divide attention across too many elements. Removing unnecessary detail can make the central relationship easier to notice and understand.\", \"action\": \"Review one visual resource you plan to use. Identify its learning purpose, then remove, fade or delay any feature that does not support that purpose.\"}, {\"title\": \"Reconstruct the Visual\", \"learning\": \"Reconstructing a visual from memory combines retrieval with the organisation of knowledge. It can reveal whether students understand the relationships represented or only recognise the finished image.\", \"action\": \"Choose one diagram, map, timeline or process students have previously studied. Ask them to reconstruct its key relationships from memory, then check and improve it using the original.\"}], \"slug\": \"dual-coding\", \"wheelLabel\": \"Dual coding\", \"color\": \"#CDE6DC\"}, {\"number\": 7, \"title\": \"Examples and Non-Examples\", \"what\": \"Using carefully selected cases to help students recognise the defining features, boundaries and variations of a concept.\", \"boundary\": \"This card develops conceptual understanding. Comparing strong and weak pieces of student work belongs under Making Quality Visible.\", \"focuses\": [{\"title\": \"Example and Close Non-Example\", \"learning\": \"A close non-example can reveal which feature is essential because it resembles the concept in many other respects.\", \"action\": \"Choose one concept. Prepare one clear example and one close non-example, then write a question that directs attention to the decisive difference.\"}, {\"title\": \"Explore a Boundary Case\", \"learning\": \"Boundary cases reveal where a concept stops applying. They help students refine definitions and avoid treating categories as simpler or more obvious than they are.\", \"action\": \"Identify one concept with a debatable or easily confused boundary. Select a case close to that boundary and plan how students will decide whether it qualifies.\"}, {\"title\": \"Sort and Classify\", \"learning\": \"Sorting examples requires students to attend to defining features and relationships. Explaining the classification makes their conceptual understanding visible.\", \"action\": \"Prepare a small set of cases. Ask students to sort them into meaningful groups and explain the rule or defining features behind their classification.\"}, {\"title\": \"Vary One Feature\", \"learning\": \"Changing one feature while holding others constant can help students identify which features affect the concept and which are incidental. The comparison needs to focus attention on a feature that is genuinely relevant to the learning.\", \"action\": \"Choose one example and create a variation by changing a single relevant feature. Ask students to predict whether the category, outcome or method should change, then explain what the comparison reveals.\"}, {\"title\": \"Compare Closely Related Cases\", \"learning\": \"Similar concepts are often confused because students notice shared surface features rather than important distinctions. Side-by-side comparison can make those distinctions more visible.\", \"action\": \"Identify two concepts, methods or cases students commonly confuse. Present them together and plan a question requiring students to explain the most important difference.\"}, {\"title\": \"Generate an Example\", \"learning\": \"Generating an example requires students to use the defining features of a concept rather than only recognise one supplied by the teacher.\", \"action\": \"Choose one concept students have studied. Ask them to create a new example that meets specified conditions, then check it against the defining features and explain why it qualifies.\"}, {\"title\": \"Generate a Non-example\", \"learning\": \"Creating a convincing non-example requires students to understand which feature must be absent or changed. It can reveal whether they understand the concept's boundary.\", \"action\": \"Choose one concept students have studied. Ask them to create something that is close to the concept but does not qualify, then check it against the defining features and identify precisely why it is a non-example.\"}, {\"title\": \"Find the Exception\", \"learning\": \"Exceptions prevent students from overgeneralising a pattern or rule. They encourage closer attention to the conditions under which an idea applies.\", \"action\": \"Choose one rule or generalisation for which an exception or limiting case is genuinely useful. Ask students to explain why the usual rule does not apply in the same way.\"}], \"slug\": \"examples-and-non-examples\", \"wheelLabel\": \"Examples\", \"color\": \"#F0CDD6\"}, {\"number\": 8, \"title\": \"Misconceptions and Error Analysis\", \"what\": \"Making incorrect ideas and processes visible so that students can diagnose, explain and repair them.\", \"boundary\": \"Checking for understanding identifies the problem. Error analysis turns the problem itself into the learning.\", \"focuses\": [{\"title\": \"Anticipate a Misconception\", \"learning\": \"Misconceptions can shape how students interpret new information. Anticipating them allows teaching to address likely misunderstandings directly rather than waiting for them to appear later.\", \"action\": \"Identify one likely misconception that could interfere with the learning. Plan where you will surface it and how you will respond if it appears.\"}, {\"title\": \"Analyse an Incorrect Answer\", \"learning\": \"Explaining why an answer is wrong requires students to examine the underlying reasoning rather than merely replace it with the correct answer.\", \"action\": \"Create or select one plausible incorrect response. Ask students to locate the faulty step or assumption, explain why it does not work and produce a corrected version.\"}, {\"title\": \"Compare Two Errors\", \"learning\": \"Different incorrect answers can arise from different misunderstandings. Comparing them helps students distinguish between the types of reasoning that lead to each error.\", \"action\": \"Prepare two incorrect responses to the same task. Ask students to diagnose what is different about the reasoning and decide what kind of repair each error requires.\"}, {\"title\": \"Interrogate Plausible Distractors\", \"learning\": \"Plausible incorrect options can expose common lines of faulty reasoning. Analysing why each option is tempting and what principle rules it out turns the distractors themselves into material for learning.\", \"action\": \"Prepare one multiple-choice question with plausible distractors. Ask students to explain the reasoning behind each option and identify the evidence or principle that distinguishes the correct response.\"}, {\"title\": \"Repair the Error\", \"learning\": \"Correction becomes more meaningful when students explain what changed and why. Simply copying the correct answer may conceal whether the misunderstanding has been resolved.\", \"action\": \"Select one common error. Ask students to correct it, annotate the change and write a sentence explaining the principle that now makes the response accurate.\"}, {\"title\": \"Use a Counterexample\", \"learning\": \"A counterexample can disprove an overgeneralised belief by showing a case in which it fails. Students must then revise the original claim rather than merely memorise an exception.\", \"action\": \"Identify one overgeneralisation students may make. Prepare a counterexample and ask students to rewrite the original claim so that it becomes accurate.\"}, {\"title\": \"What Does the Error Reveal?\", \"learning\": \"The same incorrect response can arise from inattention, language, an insecure procedure, a faulty assumption or a deeper conceptual misunderstanding. The appropriate response depends on what the error reveals.\", \"action\": \"Select one common error. Plan two follow-up questions or tasks that will help you investigate what produced it before deciding whether students need a reminder, further practice, a different representation or reteaching.\"}, {\"title\": \"Revisit the Error\", \"learning\": \"An error may appear corrected immediately after teaching but return later. Revisiting it after a delay provides stronger evidence that the understanding has changed.\", \"action\": \"Select one misconception that has surfaced and been addressed recently. Use a different question or context to check whether students can now retrieve and apply the revised understanding.\"}], \"slug\": \"misconceptions-and-error-analysis\", \"wheelLabel\": \"Errors\", \"color\": \"#D8E1F2\"}, {\"number\": 9, \"title\": \"Self-Explanation\", \"what\": \"Prompting students to explain relationships, choices and steps so that they actively make sense of what they are learning.\", \"boundary\": \"The emphasis is on students explaining the content or their reasoning to themselves. Organising interaction between students belongs under Structured Talk.\", \"focuses\": [{\"title\": \"Explain Why the Step Was Taken\", \"learning\": \"Students may imitate a procedure without understanding the purpose of each stage. Explaining why a step is necessary connects the action to the underlying idea.\", \"action\": \"Choose one multi-step process students will complete. Select one important step and require students to explain why it is needed before continuing.\"}, {\"title\": \"Justify the Choice of Method\", \"learning\": \"Choosing a method requires students to recognise the features of the task and connect them to an appropriate strategy. This is different from carrying out a method selected by the teacher.\", \"action\": \"Identify one task where more than one method is possible. Ask students to select an approach and explain why it suits the task.\"}, {\"title\": \"Explain the Connection\", \"learning\": \"Understanding grows when students connect ideas rather than store them as isolated pieces of information. Explaining the connection makes the relationship explicit.\", \"action\": \"Choose two ideas students will encounter. Ask them to complete the sentence, \\\"These ideas are connected because...\\\", and then explain the relationship in full.\"}, {\"title\": \"Link an Example to a Principle\", \"learning\": \"Students can follow an example without connecting it to the underlying principle. Explaining how a feature, step or decision illustrates that principle supports understanding beyond the individual case.\", \"action\": \"Choose one example students have studied. Ask them to identify the principle it illustrates and explain how a specific feature or step shows that principle in action.\"}, {\"title\": \"Annotate the Reasoning\", \"learning\": \"Annotations can reveal thinking that is hidden in a finished product. They require students to connect decisions, evidence or steps to their purpose.\", \"action\": \"Choose one completed piece of work or worked solution. Ask students to add three annotations explaining the reasoning behind selected choices or steps.\"}, {\"title\": \"Compare Two Methods\", \"learning\": \"Comparing methods encourages students to examine efficiency, accuracy, suitability and underlying structure. It can move them beyond believing there is only one acceptable route.\", \"action\": \"Present two approaches to the same task. Ask students to explain one similarity, one difference and when each approach might be preferable.\"}, {\"title\": \"Predict and Explain\", \"learning\": \"Making a prediction before seeing the outcome requires students to use their current understanding and makes the reasoning available for later comparison. The explanation matters more than whether the first prediction is correct.\", \"action\": \"Choose one outcome, next step or consequence that students can reasonably predict. Ask them to make a prediction and explain the principle, evidence or relationship behind it before revealing the result.\"}, {\"title\": \"Restate Without Losing Meaning\", \"learning\": \"Putting an idea into different words requires students to identify its essential meaning. It can reveal whether they understand the concept or are repeating memorised language.\", \"action\": \"Select one important explanation, definition or argument. Ask students to restate it in their own words, then check the restatement against the precise meaning of the original.\"}], \"slug\": \"self-explanation\", \"wheelLabel\": \"Self-explain\", \"color\": \"#E6E0C4\"}, {\"number\": 10, \"title\": \"Structured Talk\", \"what\": \"Designing purposeful classroom talk so that students rehearse, develop and respond to ideas rather than simply exchange brief answers.\", \"boundary\": \"Does not include telling students to \\\"discuss\\\" something without a clear question, outcome or structure.\", \"focuses\": [{\"title\": \"Think, Write, Pair, Share\", \"learning\": \"Individual thinking and brief writing give every student something to contribute before discussion begins. Partner rehearsal can then help students clarify and improve the response before public sharing.\", \"action\": \"Choose one question. Plan the individual thinking or writing time, the precise partner task and what students should be ready to share or revise afterwards.\"}, {\"title\": \"Reach a Justified Consensus\", \"learning\": \"Reaching a shared response requires students to explain their thinking, listen to alternatives and resolve disagreement. Requiring justification keeps consensus from becoming simple compliance with the most confident voice.\", \"action\": \"Choose one question with more than one plausible initial response. Ask pairs or small groups to seek a shared answer and prepare the evidence that justifies it, while allowing them to record a reasoned disagreement if consensus would be artificial.\"}, {\"title\": \"Build on an Idea\", \"learning\": \"Building on another response requires students to listen, connect ideas and add something meaningful. It turns discussion into cumulative thinking rather than a sequence of unrelated comments.\", \"action\": \"Choose one discussion point. Give students a structure for adding evidence, extending the reasoning or connecting the answer to another idea.\"}, {\"title\": \"Challenge with Evidence\", \"learning\": \"Respectful challenge encourages students to evaluate claims rather than accept them uncritically. Requiring evidence keeps disagreement focused on the idea rather than the person.\", \"action\": \"Identify one claim students could reasonably question. Provide a sentence structure for challenging it and require students to support the challenge with evidence or reasoning.\"}, {\"title\": \"Compare Explanations\", \"learning\": \"Comparing explanations helps students notice differences in accuracy, clarity, evidence and reasoning. Discussion can then focus on improving the quality of the explanation.\", \"action\": \"Prepare two explanations of the same idea. Give pairs one relevant criterion, such as accuracy, clarity or use of evidence. Ask them to identify what each explanation does well and the single improvement that would make the greatest difference.\"}, {\"title\": \"Give a Listening Purpose\", \"learning\": \"Students may wait for their own turn rather than process what another person says. A specific listening purpose requires them to attend to and use the contribution.\", \"action\": \"During one discussion, ask students to listen for a particular idea, assumption, piece of evidence or connection. Require them to use what they heard when they respond, question or build on the contribution.\"}, {\"title\": \"Reformulate Another Person's Idea\", \"learning\": \"Reformulating requires accurate listening and active processing. It can also clarify an idea before the class evaluates or develops it.\", \"action\": \"Plan one point where a student will restate another person's contribution before adding their own response. Specify what must remain accurate in the reformulation.\"}, {\"title\": \"Structured Debate\", \"learning\": \"A structured debate can require students to examine competing claims, select evidence and respond to counterarguments. It is appropriate only when the question has more than one genuinely defensible position and does not manufacture false balance.\", \"action\": \"Choose one genuine disciplinary question with more than one defensible position. Plan the claim, evidence and response structure students will use, and avoid questions that treat settled evidence or people's identities as matters for debate.\"}], \"slug\": \"structured-talk\", \"wheelLabel\": \"Talk\", \"color\": \"#CDE5EA\"}, {\"number\": 11, \"title\": \"Practice Design\", \"what\": \"Selecting and sequencing opportunities for students to rehearse and apply knowledge and skills so that performance becomes more accurate, fluent, flexible and independent.\", \"boundary\": \"Retrieval and Review brings previously taught knowledge back after a delay. Practice Design focuses on how students rehearse and apply current or recently taught learning, including during guided instruction.\", \"focuses\": [{\"title\": \"Guided to Independent Practice\", \"learning\": \"Students need opportunities to practise successfully with support before responsibility is removed. Moving too quickly to independence can lead to errors, while remaining guided for too long can create dependence.\", \"action\": \"Choose one skill or process. Decide which part needs guided practice, what students will attempt with less support and what evidence would justify a later move to full independence.\"}, {\"title\": \"Practise the Difficult Component\", \"learning\": \"Complex performance may break down because one component remains insecure. Isolating and practising that component can reduce the difficulty of putting the whole task together.\", \"action\": \"Identify one complex task. Use current evidence to select the component causing the greatest difficulty, then plan a short practice activity focused specifically on it.\"}, {\"title\": \"Vary the Examples\", \"learning\": \"Repeating highly similar tasks can produce success tied to a familiar format. Variation helps students recognise which features matter and adapt their knowledge across examples.\", \"action\": \"Review one set of practice questions. Decide which underlying feature students should recognise, then vary the context, representation or surface detail while keeping that feature visible across the set.\"}, {\"title\": \"Mix Related Problem Types\", \"learning\": \"When similar tasks are grouped together, students may repeat the same method without deciding whether it fits. Once the individual methods are sufficiently secure, mixed practice can require discrimination and strategy selection.\", \"action\": \"Choose two or three related task types students already know. Create a short mixed set and require students to identify or justify the method before completing each one.\"}, {\"title\": \"Build Fluency\", \"learning\": \"Some knowledge and procedures need to become accurate and readily accessible so that attention can be used for more complex thinking. Fluency practice should prioritise accuracy and remain connected to meaningful later use.\", \"action\": \"Identify one element students need to perform more accurately or efficiently. Plan a short burst of focused practice and decide how students will see whether their fluency is improving.\"}, {\"title\": \"Practise Across Varied Contexts\", \"learning\": \"Once a skill or idea is secure enough for practice, varying the context, representation or surface features across a short sequence can help students recognise what remains constant and adjust their approach without turning each task into an entirely new problem.\", \"action\": \"Choose one skill or idea students are practising. Create a short sequence of tasks that changes the context, representation or surface features while keeping the underlying structure constant. Ask students to identify what stays the same and what they need to adjust.\"}, {\"title\": \"Practise Choosing the Strategy\", \"learning\": \"Knowing how to use a strategy is different from recognising when it is appropriate. Practice should sometimes require students to select the strategy rather than being told which one to use.\", \"action\": \"Create one task where students must choose between two or more previously taught approaches. Ask them to identify and justify their choice before beginning.\"}, {\"title\": \"Build in a Feedback Loop\", \"learning\": \"Practice becomes more informative when students can check accuracy, understand the source of an error and adjust a later attempt. Repeated uncorrected errors risk becoming habitual.\", \"action\": \"Choose one practice activity. Decide when and how students will check performance, what feedback they will receive and how they will use it in the next attempt.\"}], \"slug\": \"practice-design\", \"wheelLabel\": \"Practice\", \"color\": \"#F3D2C3\"}, {\"number\": 12, \"title\": \"Scaffolding and Fading\", \"what\": \"Providing temporary support that enables students to access demanding learning and then reducing that support as independence develops.\", \"boundary\": \"The scaffold provides temporary access to the intended learning. It should not permanently reduce the intellectual demand.\", \"focuses\": [{\"title\": \"Identify the Barrier First\", \"learning\": \"A scaffold is useful when it addresses a specific barrier. Providing support without identifying the barrier can add unnecessary steps or reduce the thinking students should do themselves.\", \"action\": \"Choose one task and identify the precise barrier that may prevent success. Select the smallest support that addresses the barrier without changing the learning goal.\"}, {\"title\": \"Sentence Stems and Frames\", \"learning\": \"A sentence stem can reduce the language or structural demands that prevent students from expressing their thinking. It should support the beginning or organisation of the response rather than supply the thinking itself.\", \"action\": \"Select one response students will produce. Create a stem or frame that supports the difficult structural element, and decide what evidence will show that it can be reduced or removed.\"}, {\"title\": \"Partially Completed Example\", \"learning\": \"A partially completed example reduces the number of elements students must generate while still requiring active completion. The omitted section should be chosen according to the thinking students are ready to practise.\", \"action\": \"Take one complete worked example or response. Remove a section students are ready to complete and specify what they must explain as they finish it.\"}, {\"title\": \"Prompt or Checklist\", \"learning\": \"Prompts and checklists can make an important process easier to monitor. They are most useful when they direct attention without becoming a substitute for understanding.\", \"action\": \"Choose one process students regularly forget or mismanage. Create a short prompt or checklist containing only the essential decisions or checks.\"}, {\"title\": \"Graphic Organiser\", \"learning\": \"A graphic organiser can reduce the organisational demands of a task and make relationships visible. It should reflect the structure of the thinking rather than merely provide boxes to fill.\", \"action\": \"Select one task involving complex organisation. Design or adapt an organiser that makes the necessary relationships explicit, and remove any sections that do not support the intended thinking.\"}, {\"title\": \"Graduated Prompts\", \"learning\": \"Graduated prompts provide increasing support only when it is needed. They preserve more student thinking than immediately supplying a complete explanation or answer.\", \"action\": \"Identify one point where students often become stuck. Prepare a short sequence of prompts that moves from a light cue to more explicit support, using only as much help as the student needs.\"}, {\"title\": \"Make the Scaffold Optional\", \"learning\": \"Students do not always need the same support. Making a scaffold available rather than compulsory can preserve challenge, but students may need help recognising when it would be useful and access should not carry stigma.\", \"action\": \"Choose one scaffold you currently give to everyone. 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Ask them to identify a situation in which it would be insufficient, misleading or inappropriate and explain why.\"}], \"slug\": \"challenge-and-depth\", \"wheelLabel\": \"Challenge\", \"color\": \"#F0DEC5\"}, {\"number\": 14, \"title\": \"Making Quality Visible\", \"what\": \"Helping students recognise what successful work looks like, how it is constructed and how different levels of quality can be distinguished.\", \"boundary\": \"This card helps students recognise quality. Feedback Literacy helps them use information about their own performance to improve.\", \"focuses\": [{\"title\": \"Annotate an Exemplar\", \"learning\": \"An exemplar makes quality concrete, but students may not automatically notice the features that make it successful. Annotation directs attention to those features and their effects.\", \"action\": \"Choose one task and a suitable exemplar. Identify the key features students need to notice, then plan questions that help them explain why those features contribute to quality.\"}, {\"title\": \"Compare More and Less Effective Responses\", \"learning\": \"Comparison can make differences in accuracy, reasoning, structure or precision easier to see. Both responses should be plausible enough to support genuine analysis rather than ridicule.\", \"action\": \"Prepare two plausible responses to the same task that differ meaningfully in quality. Ask students to identify the most important difference and explain how the less effective response could be improved.\"}, {\"title\": \"Rank Several Examples\", \"learning\": \"Comparing several examples can help students apply criteria and notice gradations in quality. Because quality may be multidimensional, the discussion should make room for justified differences in judgement.\", \"action\": \"Select several short examples and establish the criterion or criteria that matter. Ask students to place the examples on a continuum or rank them, then justify any differences in judgement.\"}, {\"title\": \"Co-construct Success Criteria\", \"learning\": \"Students may understand criteria more deeply when they derive them from examples and discussion rather than receive them as an unexplained list.\", \"action\": \"Choose a small set of contrasting examples, including successful work and a useful near-miss. Ask students to identify recurring features, then refine those observations together into a short, accurate set of usable criteria.\"}, {\"title\": \"Improve the Near-miss\", \"learning\": \"An almost-successful response focuses attention on the small changes that produce a meaningful improvement. It can be more instructive than comparing extremes.\", \"action\": \"Create or select a response that nearly meets the standard. 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It is about developing students' capacity to understand, judge and use feedback.\", \"focuses\": [{\"title\": \"Decode the Feedback\", \"learning\": \"Students may read feedback without understanding what it means or what action it requires. Interpreting the language of feedback is a skill that may need to be explicitly taught.\", \"action\": \"Select one feedback comment students commonly receive. Ask them to rewrite it as a specific action and show what that action would look like in their work.\"}, {\"title\": \"Connect Feedback to Quality\", \"learning\": \"Feedback is easier to use when students can connect it to a clear feature of quality. Criteria and exemplars provide a reference point for understanding the gap.\", \"action\": \"Choose one feedback point you will give. Link it to an exemplar or criterion and ask students to identify the difference between their current work and the expected quality.\"}, {\"title\": \"Prioritise the Feedback\", \"learning\": \"Too much feedback can make it difficult for students to decide where to begin. Prioritising one high-value improvement supports focused action.\", \"action\": \"Review one piece of feedback you plan to give. Identify the single change most likely to improve the work and make it the first action, while retaining any other feedback students may need later.\"}, {\"title\": \"Turn Feedback into a Next Step\", \"learning\": \"Feedback supports learning when it leads to a clear and achievable response. Vague intentions such as \\\"improve detail\\\" do not specify what the student should actually do.\", \"action\": \"Choose one common feedback statement. 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