Accelerated learning

Reviewing the lesson

In the closing minutes of a busy lesson, with thoughts of lunchtime uppermost and the demands of tidying up on your mind, it is tempting to forego this phase of the lesson.� Nevertheless, it can be one of the most valuable parts because it can:

• inform the starting point of the next lesson;

• give valuable insight into the effectiveness (or otherwise) of the methods employed and;

• (perhaps most importantly) enable students to gain an awareness of their own preferred learning styles.

Use the review phase of a lesson to:

• reflect on what has been learned;

• tie new learning into previous learning;

• think about where this learning may lead.

You could point out:

• how this new learning will be useful;

• when students will be likely to need it.

Do not merely review the content � but also the process.� This can be done as a whole class � but is best if tackled in small groups (as it involves more students in the review process).� Students should be encouraged to consider which parts of the lesson they most enjoyed - and which they found most useful in developing their understanding.

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You could use this opportunity to set �homework� � perhaps even negotiating with the class what would be the best way to consolidate or follow up the lesson.

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You could also use this phase of the lesson to review other connected topics and how they fit with today�s lesson.� (In future lessons you will return to this lesson�s topic in order to review it � perhaps from a different perspective.)

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Topics to address during the review phase might include some of the following:

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�What are the three most important things you learned in today�s lesson?�

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�What did you like most about today�s lesson?�

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�What do you think is the best way to remember today�s lesson?�

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"Who helped you most to understand the lesson?"

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You may have noticed that throughout this phase, you have been encouraged to focus on positives (rather than negatives - such as "What did you find difficult?" or "Who was a distraction to the rest of the class?").� This is deliberate and is done for several reasons.

• It is part of a positive behaviour strategy - that focuses on good behaviours and positive outcomes.

• It reinforces the positive aspects of learning.

• It encourages students to focus on their strengths.

• It helps to build self-esteem.

Think positive!

Accelerated learning overview

Learning environment - The big picture - Outcomes - Input - Activity - Demonstration - Review