Embedded Files
Overview
Overview
Multiple Exposures means intentionally planning for students to encounter key concepts, skills, or content more than once, through varied contexts and tasks. It’s not mindless repetition — it’s strategic revisiting that deepens understanding, strengthens connections, and improves retention.
🎯 Why It Matters
🎯 Why It Matters
Reinforces learning through spaced practice
Helps students make connections between ideas and contexts
Moves knowledge from short-term to long-term memory
Supports diverse learners by providing more than one chance to learn
Research shows that spacing and retrieval practice both boost achievement
Students rarely master something in a single pass — powerful learning happens when they see it again, differently, and do something with it.
🧠 Strategy Checklist
🧠 Strategy Checklist
🔹 BEFORE THE LESSON
☐ Identify the essential concepts or skills that need repeated exposure
☐ Map when and how concepts will be revisited over time
☐ Design activities that present content in new contexts (e.g., across subjects, real-world examples)
☐ Plan opportunities for retrieval practice and cumulative review
🔹 DURING THE LESSON
☐ Connect today’s learning to previous learning explicitly
☐ Use quick retrieval tasks (brain dumps, quizzes) to revisit prior knowledge
☐ Provide multiple representations (visuals, texts, discussions, hands-on)
☐ Spiral back to core ideas through questions, examples, and practice
🔹 AFTER THE LESSON
☐ Use exit tickets or reflection tasks that revisit key ideas
☐ Plan for follow-up tasks that deepen or extend understanding
☐ Build cumulative reviews into weekly or unit plans
☐ Celebrate growth in retention and mastery over time
👀 Look-Fors
👀 Look-Fors
Concepts are revisited through varied activities and contexts
Students practice retrieving and applying knowledge multiple times
Teachers make connections clear between past and present learning
Cumulative tasks or review routines are evident
Students can explain concepts across different examples or scenarios
📈Continuum of Practice
📈Continuum of Practice
FOUNDATIONAL
Teacher:
Concepts are taught once with limited review or connection.
EMERGING
Teacher:
Some planned review or repetition is included.
PROFICIENT
Teacher:
Concepts are revisited intentionally through varied tasks, contexts, or time intervals.
TRANSFORMING
Teacher:
Teacher embeds spaced practice, cumulative tasks, and retrieval practice as a routine part of instruction.
Student:
Students may forget or misunderstand content over time.
Student:
Students revisit ideas occasionally but connections may feel disconnected.
Student:
Students strengthen understanding and make connections across lessons.
Student:
Students use prior learning confidently and apply knowledge flexibly.
🗃️ Structures
🗃️ Structures
REVISIT & SPIRAL
Reintroduce important concepts over time to reinforce and extend learning.
Spiral Reviews: Weekly or bi-weekly check-ins on past skills with new twists or contexts
Cumulative Warm-Ups: Use bell ringers or do-nows to revisit previously taught content
Retrieval Practice: Have students recall key content from memory without notes or prompts
Concept Mapping Over Time: Revisit and expand a map throughout a unit or across units to show knowledge growth
MULTIPLE REPRESENTATIONS
Present content through different formats to build flexible understanding.
Visual + Verbal: Combine diagrams, images, or videos with teacher explanations
Physical + Digital: Blend hands-on models or manipulatives with tech-based tasks
Reading + Listening + Speaking: Let students process key ideas through multiple language modes
Concrete → Representational → Abstract (CRA): Especially helpful in math and science; start with hands-on, then move to visual, then symbolic
APPLICATION & TRANSFER
Create new opportunities to apply a concept in fresh, increasingly complex situations.
Same Skill, New Context: Reuse a strategy with a different text, prompt, or task
Scaffolded Performance Tasks: Increase complexity as students revisit the skill (e.g., Level 1 = identify; Level 2 = compare; Level 3 = justify)
Integrated Projects: Embed previously taught skills into longer, cross-content work
Compare/Contrast Tasks: Reuse previous learning and push students to explain similarities and differences
STUDENT REFLECTION & OWNERSHIP
Get students noticing how and when they’ve seen this before — and how their understanding has evolved.
“When Have We Seen This Before?” Routine: Build student habits of recognition and recall
“Used To Think / Now I Think” Journals: Help students track conceptual growth
Anchor Charts That Grow: Add to or revise anchor visuals as understanding deepens
Self-Tracking Checklists: Let students mark when they’ve practiced or applied a skill in different ways
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