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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.


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.


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.)


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


“What are the three most important things you learned in today’s lesson?”


“What did you like most about today’s lesson?”


“What do you think is the best way to remember today’s lesson?”


"Who helped you most to understand the lesson?"


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