Classroom Routines

Classroom Routines

📢 Release Candidate (open testing and looking for feedback) could save educators like you considerable time whilst also introducing a flexible, and almost instant, retrieval practice routines to your classroom.

Using (CRM) you get access to hundreds (approaching thousands) of cued question-answer prompts from across the curriculum, plus insightful ‘notes,’ sharing interesting tidbits and morsels of practical wisdom providing opportunity for further elaboration.

Below we have shared our tried and tested routine but we would love to hear how you use CRM too.

All we ask in return is your feedback.

Adding the to your approach, an adaptive, personal, confidence building, spaced retrieval practice component that reinforces class learning, accelerating the learners time to competency and knowledge mastery. .

0 to retrieval practice in less than ten seconds

Step 1: Select the deck (your focus of study).

A deck is a collection of cards carefully designed, categorised and tagged by experienced educators. A card is a single retrieval question-answer prompt pair.

Step 2: Select the category tags or combination of tags - with the deck information automatically updating [top right] as you make your selections.

A category is a division of information. A tag is a label within a Category. RememberMore allows you to select any tag or combination of tags.

Step 3: Set number of cards. Set the display mode. Set the Countdown. - click 'Begin.'

Cards 1-15. There are three modes: Q&A, A&Q. Mix. The countdown defaults to 10 minutes.We have now added a go full screen button, giving you an improved display.

Step 4: Learners respond to the question-answer retrieval prompts and cues as per the routine.

Either reveal one answer at a time or click 'Reveal' to show all the missing responses. A '?' shows there are additional notes attached to the card.

“Remembering is greatly aided if the first presentation is forgotten to some extent before the repetition occurs.” – Henry L. Roediger III

Tried and tested - Routine. Focused Attention. Agency... Knowledge provides a focused, largely independent and personal, learning or 'Do Now' task - almost instantly. Typically, these types of tasks are used at the start of the lessons, however, because of RememberMore's design, versatility and ease / speed of use, you can create a retrieval practice at almost any opportunity - in seconds. We really would love to know how you use it and we genuinely appreciate your feedback. If you want to know more - then do get in touch.

All you need is access to - (bookmark it) and a way to share or display it in your classroom. Of course, learners can also access it outside of class. An introduction for display to learners is available here.

Knowing that you know your classes and context better than us - we share our recommendations respectfully.

We would recommend that you:

  • Create a 'knowledge organiser' type resource as a companion document to support your classroom routine - and that this is accessible to learners (eg stuck in the back of learners books). We have knowledge organisers for most decks, so drop us an email, and if we can help, we will. To be clear, the knowledge organisers with support agency, self-reliance and manage shared finish times. Of course, as time goes on, learners have retrieval practice prompts recorded in their exercise books also.

  • You have very high expectations for the learners to complete the routine as instructed.

  • You share with the class that at the end of the unit or topic or text - that there will be a 'BIG Quiz' showcase event. A summative quiz. Prior experience has taught us that communicating a later assessment date or BIG Quiz adds incentive whilst keeping the daily learning "low-threat." It adds purpose to recording each practice, developing the exercise book as a revision resource. Scores on the 'BIG Quiz' provide useful summative assessment information and to date, have correlated highly, with the final assessment grades.

For your forewarning:

  • You will need professional resilience as you secure the routine with the learners - we will explain why in due course.

Your learners will need:

  • Sight of and access to the 'knowledge organiser,' or a companion document.

  • Pen and second pen colour or highlighter and ruler. We would recommend a highlighter.

  • Your confidence and encouragement that effortful practice is worthwhile - particularly during the first handful of cycles.

  • You to notice and recognise substantive knowledge when it surfaces in lessons.

When introducing the routine:

  • Make focused category and tag selections - even repeat these selections over consecutive lessons, to build learner confidence and trust in the routine and effortful practice. You can extend the challenge by broadening the content coverage.

  • Start with few question-answer (Q&A) prompts. It is more beneficial to complete two cycles of three Q&A prompts, than one large cycle of eight. It also helps embedded the routine of retrieval, thinking hard, leaving "a space" for unknown responses, self-improvement, self-correction and addressing knowledge gaps.

  • Orientate the learners to the display, identifying the retrieval prompt and (orange) cures.

  • Outline why you are investing in building their substantive knowledge.

  • We recommend you explain to the learners that you trust their self-assessment. (You will not have time to check all of their self-assessment decisions). It is also a good opportunity to build trust.

  • Share with the class that you are fully aware that the first few weeks are the most challenging and demanding - and effortful practice is worth it.

  • High expectations, recognise learners focus, thinking hard and when they take ownership to fill knowledge gaps.

  • Welcome any late arrivals - moving these learners to the retrieval task as soon as possible as "not to disrupt the others." Where appropriate, expect the same completed retrieval practice.

Step 1

Step 2

'New' - three new modes

Step 3 offers a brand new option. Three modes: Q&A, A&Q. Mix. Once we have road tested this in the classroom we will report back. My gut feeling is that it is important to first secure the routine before exploring the A&Q and Mix options.

Step 3

  • Learners record prompt 1 and then, where possible their response. "Thinking hard" is expected, noticed and recognised. Where no response is available to the learner, only after thinking hard, should they leave a space for the response that will be sought or added - before moving onto the next retrieval prompt.

  • Learners then records prompt 2 and then, where possible their response, and so on through to the very end of the practice.

  • Learners will want to respond to all prompts as 'they work through' - learners typically do not like empty spaces. Encourage learners to "Focus. Think hard. Attempt all retrieval prompts - before checking for the correct responses."

Year 8 Romeo and Juliet practice

Answer all prompts, every practice.

  • ONLY when all of the prompts have been attempted, direct learners to find the correct responses from their knowledge organiser and previous retrieval practices - highlighting any responses they find. Remember, the fragile or new knowledge from previous practices is already highlighted in their exercise books. Self-correcting is an active retrieval strategy that also builds learner agency and independence.

  • At the end of the practice - service or reveal the correct responses. Remember - we recommended that you explain how self-assessment works (in your class) before you started, here is why. Otherwise you will have to manage the many learners questions and queries of 'near-correct' answers. How you manage this positive consequence is a key decision for you before you start.

  • Managing a collective end to the task enables a seamless, transition to the lesson.

Agency or Learner Ownership

  • Building rapport and trust with your learners opens up all kinds of avenues for teaching. Low stakes quizzing and self-assessment prompts learner agency, ownership and trust. RememberMore prompts agency, ownership and trust through self-assessment and self-correction.

  • There should be no empty spaces or gaps at the end of the practice in their exercise books. This is a clean and clear expectation of all learners.

  • As learners start to remember more, they will complete the practices faster. When they do, reward their success - with more learning (more prompts).

  • When the learners knowledge is more secure, move to the “fast response,” approach. Where the learners are confident of the answer, learners use the prompt to frame their answer. This significant speeds up the routine. How will you use the “gained time?” - More questions?

Do you want learners to keep their scores?

That is up to you. It is a heavily debated topic. For some contexts, collecting results makes the practice more meaningful versus collecting the results makes the practice a outcome orientated. You know your class. You decided. I often see learners tracking their own scores.

Remember - in the first handful of cycles, effortful practice is not instantly rewarded (most certainly not if you have pitched a deck / expectation that represents a desirable difficulty). Learners often doubt the routine at the beginning and they will need your encouragement and assurance.

Also know that as you approach 20-25 cycles - "scores" or knowledge or retention accelerates. Learners start to experience success. Success breeds motivation. Success-motivation-success momentum builds.

Make your decision based on these insights, your knowledge of the class and your relationship with the class.

Levelling the practice-field

As more educators use the routine, we hope to be able to share their experiences, ideas and suggestions. We know that our Primary colleagues are also exploring how to use RememberMore - and that is exciting.

We are aware that the routine has a heavy literacy requirement. We are aware that some learners will need your support.

Here are a few flexibilities or ideas to the routine:

Using AND the

Category and tags:

  • Repeated, current, focused category and tag selections

Number of questions:

  • Fewer or more Q&A prompts.

  • Differentiated starting points or "Life lines" - it is important for the lesson that follows the retrieval practice, that the class transitions together. Finishing at the same time promotes units and a clean transition. You may wish to start learners at the second, third, or forth retrieval prompt. Learners are still expected to fill all of the "All prompts, every practice," as your service or reveal the reponses. Again, you will know your class.

  • When the knowledge is more secure, move to the “fast response,” approach. Using the prompt to frame your answer. Using the “gained time?” for whatever your class needs more? More questions even?

  • Then finally, just recording answers, or no pens - just pure and personal retrieval?


  • Focus on Q&A. Focus on one mode only. In our experience A&Q is more challenging. Moving to A&Q and Mix.


  • More or less time or "expect more question-answer prompt responses in less time.


  • Extended support and time for self-correction practice.

  • Learner partnerships (learners work together - has strengths and drawbacks)

  • Directed routines - where the educator reads the prompts - the learners recording their response sequentially.

Any more ideas - gratefully received.

RememberMore seeds the lesson

When retrieval prompts seed learning in the main lesson learning, when a learners uses or applies knowledge, vocabulary or subject specific terminology, we recommend that you notice, recognise and celebrate the connection. Once this transfer happens, and it will, the learners commitment to the retrieval practice palpable deepens.

The 'BIG' Quiz

At the start of the routine, forewarn the learners of a "BIG quiz." Towards the end of the unit, design and delivery a 'BIG quiz.' We have found that this forewarning reinforces the learners confidence in the routine. Why? Is it because learners see assessment as the key purpose of learning?

Having built up from six prompts in ten minutes, to ten prompt in ten minutes, we ran eighteen 'cycles' of ten prompts (answers only) every two and a half minute. Learners recording ONLY their responses. 30 seconds to mark a peers cycle. It was hectic. In hindsight, a BIG Quiz of 150 in a single lesson is possibly (class profile dependent). If you build a secure, trusting, routine and the learners experience success - you may well find that your learners RememberMore than you expected. It was the motivation for this entire project.

Supporting with the App

The very same retrieval decks and knowledge organisers are / will soon be made available via the app stores, giving your learners access to our adaptive, spaced retrieval practice, confidence-based assessment, that accelerates the learners' time to competency and knowledge mastery.

If you want to get involved or know more - drop us an email.