Looking at content from previous lessons, topics and key stage.

With a focus on tier 3 vocabulary and definitions.

Cloze tests require the ability to understand context and vocabulary in order to identify the correct language or part of speech that belongs in the deleted passages.

MCQs - should be challenging and make students have to think! Use a Google Form Entry Ticket to gather the responses quickly.

Diagrams from memory are a great way to revisit prior learning. Students label a blank diagram to demonstrate what they know. Scaffolding can be provided to the students who need it through providing additional annotations or the first letter of each label. Any misconceptions can be addressed in the next lesson or immediately if being completed live. 

You could ask students to reorder the sentences in a paragraph so that they make sense or to explain a process in the correct order. By removing some of the sentences and asking students to put in their own, removes some of the scaffold and makes the task more challenging. 

For example Quiziz

Has cognitive load been considered? Does the task need to be reduced or time-bonded?

Are any texts compatible with reading ages? Does the student need a reading pen or text to speech?

Do presentations/resources need to have a certain colour background?

Can learning be accessed online or does physical work need to be provided? If so, how does it need to be printed?

Has spoken language been simplified so that students can comprehend it?

Has information on presentations been kept minimal with key words highlighted?

Does the student need modelling/scaffolding on how to structure peer feedback?

Is appropriate scaffolding in place to support vocabulary?

Do additional visual aids need to be implemented to support understanding?

Have videos been subtitled appropriately so they are accessible to deaf students?

Is the teacher's face big enough to lip-read?

Can visually impaired students see the work? Do they know how to use enlarging functions?

Is the font size/style appropriate?

Have practical tasks been adjusted so that students with physical disabilities can complete them successfully?

Are there any topics that could be triggering for the students, e.g. bereavement?

Is feedback framed positively so it doesn’t induce further anxiety?

If not completing learning, have you had a dialogue with their key adult to check there are no barriers to learning?