Use this matrix to identify which approaches best fit your context, cohort, and available time. The ratings below reflect relative effort and expected impact, not absolute measures.
Teaching approach | Effort | Student confidence | Reusable | Best suited to |
Marker bios (H5P carousel) | ●○○ | ●●● | ●●○ | Multi-marker subjects, large cohorts |
Mini-viva demonstration video | ●●○ | ●●● | ●●● | First time cohorts, first year subjects |
Response structure teaching | ●○○ | ●●● | ●●● | Any supervised assessment |
Handling common moments | ●○○ | ●●○ | ●●● | First-time cohorts, first-year subjects |
Online tutorial with breakout practice | ●●○ | ●●● | ●●○ | Low-confidence online cohorts |
Practice questions (non-assessable) | ●○○ | ●●● | ●●● | Stand-alone and integrated assessments |
“Talk it out” revision | ◐○○ | ●●○ | ●●● | Content-heavy subjects |
Time-boxed exemplar responses | ●●○ | ●●○ | ●●● | Time-limited assessments |
Assessment myths guide | ◐○○ | ●●○ | ●●● | High support or first-year cohorts |
Day-of supervised assessment checklist | ◐○○ | ●●○ | ●●● | Any supervised assessment |
Technology confidence check | ●○○ | ●●○ | ●●● | Online supervised assessments |
Marker reassurance clips | ●○○ | ●●● | ●●● | Supervised assessment with multiple markers |
Student self-recorded practice responses | ●○○ | ●●● | ●●● | Online cohorts, spoken response assessments |
Teaching students to make their thinking visible (think aloud)
| ●○○ | ●●● | ●●● | Supervised assessment where reasoning and problem solving are valued |
Embedding oral reasoning into everyday teaching
| ●○○ | ●●● | ●●● | Synchronous classes where reasoning and problem solving are valued |
Rubric unpacking with sample responses | ●○○ | ●●● | ●●● | High support or first-year cohorts |
Effort ratings: ◐○○ Very low ●○○ Low ●●○ Medium ●●● High | Confidence and reusability follow the same scale.