SimpleLearnRecall, not recognition: a second look at vocabulary
A learner who recognises a word may still need practice recalling it independently.
Remembering an answer and recognising it in a list are different tasks. Begin with a short question that the learner answers without looking at the solution. Give enough thinking time before offering choices. Afterwards, compare the answer with the expected meaning, discuss the difference, and return to the same idea in a new example. A correct click alone does not show how the learner reached the answer.
A practical lesson plan
Show the word house, ask for its meaning without choices, and return to it later among other words.
Try the activitySpread practice over several short sessions rather than putting every repetition into one long game. At the next lesson, ask about a previous topic before showing the material again. Keep a small mix of familiar and difficult questions. There is no single timetable that suits everyone: use the learner’s responses to decide what to revisit, and make the next session short enough to be manageable.
Feedback should make the next attempt easier to understand. Instead of stopping at a red cross, show the correct answer and ask which part of the question caused difficulty. A small hint can identify the next step without doing the entire task for the learner. Finish by trying a similar example independently. Keep the first score separate from later practice so that improvement does not rewrite the original result.
Finish with a small reflection rather than only a score. Ask what became easier, what remains confusing, and which next step the learner can try without help. Write one specific observation, such as a question to repeat or an explanation to revisit. At the next session, check that observation with a new example. This turns a completed activity into a useful starting point for the next piece of learning.
Look at patterns in answers before making decisions from a total score. If several learners miss the same question, check its wording as well as the underlying concept. Compare first attempts with later explanations, and remember that a small set of results is only a partial picture. Use the information to choose a next teaching step: revisit a concept, change an example, or ask a clearer question.