Back to Plan and teach
Two ways in
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Learner has hit a comprehension wall and lacks the vocabulary or confidence to be specific.
- Ask 'show me the last bit that did make sense': work forward from there.
- Re-explain using a different mode: diagram, analogy, or worked example.
- Pair with a peer for a two-minute 'teach-back' before moving on.
Past experience has taught the learner that contributing risks embarrassment.
- Use private channels first (written response, 1:1 check-in) before public ones.
- Notice and name effort, not just correctness.
- Set up small, guaranteed wins early in the session.
Cognitive load is consumed by managing the body's stress response, leaving little for learning.
- Share the session structure and timings at the start: predictability lowers arousal.
- Offer a discreet exit signal so the learner can step out without explaining.
- Avoid surprise cold-calls; warn 'I'll come to you in two minutes' instead.
TRY AND KEEP
A learner says "I don't get it"
A learner is stuck and cannot say where. Pick the next thing to say, three turns.
Every challenge from the page, with its barrier and its three things to try. It prints on one side of A5.
- "I don't get it": Learner has hit a comprehension wall and lacks the vocabulary or confidence to be specific.
- Low confidence: Past experience has taught the learner that contributing risks embarrassment.
- Anxiety: Cognitive load is consumed by managing the body's stress response, leaving little for learning.