LT-F012 minRecall one fact, then check
Topic · 18 cards · draft
How do I remember and use what I learn?
Start with a short lesson, make a checked recall attempt and return after a gap. Add worked examples or comparison when you need to understand a procedure or tell similar cases apart.
- Foundation 6
- Growth 6
- Mastery 3
- Challenge 3
Cards to explore first
Find the work
you’ll return to.
Read the full instructions and choose what fits your situation. Look for a repeatable practice that contributes to your goal, then keep that card in play.
Every card for this topic
Add what helps.
18 cards · tap a card to flip it
Foundation 6
The load-bearing practices you return to. Build the base and keep it in play.
LT-F012 minRecall one fact, then check
LT-F023 minExplain why one step works
LT-F032 minMatch words to a diagram
LT-F043 minConnect a rule to real quantities
LT-F052 minPredict the demonstration’s next result
LT-F063 minName the difference between similar terms
Growth 6
Supporting habits that improve the conditions for useful repetitions: preparation, consistency or necessary recovery.
LT-G016 minCompare cases for the shared rule
LT-G0210 minChoose methods from mixed problems
LT-G038 minFinish a partly hidden solution
LT-G048 minFind the first wrong solution step
LT-G058 minCompare two valid solution methods
LT-G066 minDraw the lesson’s causal connections
Mastery 3
Inspect your work, apply a specific correction in later practice and check whether it helped.
LT-M015 min / returnReturn to questions after a gap
LT-M0215 min / meetingDiscuss answers, then answer again
LT-M0310 min / caseTest your model on new cases
Challenge 3
A bounded mission with an observable finish, supported by the practices you use.
LT-C017 daysRemember a small topic for a week
LT-C021–2 weeksUse a rule in a changed setting
LT-C037 daysDistinguish lookalike cases this week
Sources
Agarwal, Nunes & Blunt (2021), Retrieval Practice Consistently Benefits Student Learning, Educational Psychology Review. Read the source ↗ Systematic classroom review; supports retention, not automatic real-world transfer.
Pashler et al. (2007), IES Practice Guide, recommendation 2. Read the source ↗ Cao & Carvalho (2026), Striking the Balance, Educational Psychology Review. Read the source ↗ Worked examples and supported problem solving; adult artificial-rule studies do not establish universal transfer.
Mawson & Kang (2025), The Distributed Practice Effect on Classroom Learning, Behavioral Sciences 15, 771. Read the source ↗ Agarwal et al. (2021). Read the source ↗ Spacing and retrieval support retention; the suggested gaps are a starting schedule, not an optimum. Canonical registration of the practice in standalone BM-M04.
From the screen to the fridge
Keep your practice in sight.
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