It is important to recognise that this particular memory-system will suit some students more than others - depending upon their dominant intelligence(s).  Whereas some students will be able to respond almost instantly, others will require a little more time to make the associations and recall the items on the list.

I have found that good dancers especially (with their enhanced physical intelligence) become very proficient at using this system.  Also, some sports players - though sadly not all.  This has nevertheless held out hope to students who have difficulty remembering things using traditional (and largely linguistic) means.

It is important to recognise (and perhaps reward) success at the system without embarrassing those students who are not so successful.  There are various ways of ensuring that checking procedures do not become negative or threatening to students, but serve to build their confidence. 

There are a wide variety of ways to check students' recall.

Challenge students to identify which item is associated with a particular number - but no-one is allowed to answer until the teacher gives a signal (after counting slowly from 1 to 5).

In the early stages (or if students lack confidence) the teacher could give clues - by indicating the appropriate body-peg or making the relevant gesture.

A confident volunteer student is called to the front of class.  As the teacher indicates an item from the list, the volunteer has to recall which body-peg it "hangs" on and indicates this to the class, at which point the rest of the class calls out the number.

Invite 2 or 3 students to come to the front of the class to recall the items in turn.  This enables students to work out in advance which item they are expected to recall and allows thinking time.

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