INSET: Purposeful Prompting & Deliberate Practice for TAs & LSAs

This INSET focuses on deliberate practice and purposeful prompting—two TA levers that turn lesson input into lasting learning. We examine how memory works in classrooms (retrieval, spacing, interleaving) and what that means for the way TAs prompt pupils during and after instruction. Effective prompts cue strategies, not answers: they help pupils recall prior learning, choose a method, or check their work against success criteria. We’ll explore verbal, visual and gestural prompts that make thinking visible and support metacognition, alongside low‑stakes retrieval routines (e.g., quick quizzes, flashcards, mini “exit” checks) that fit into everyday lessons. Delegates will learn how to calibrate difficulty, avoid over‑prompting, and use feedback that strengthens motivation and accuracy without taking ownership away from pupils. We also cover how to set up short, focused practice cycles—before, during, and after the lesson—so pupils revisit key knowledge and embed procedures fluently.

Duration: Half day (3 hours)
Audience: Teaching Assistants (suitable for Primary & Secondary)

Learning objectives for Prompting & Practice

By the end of the course, delegates will be able to:

• Use prompts that encourage strategy use and independence, not solution‑giving.
• Plan and run brief retrieval and rehearsal activities aligned with lesson goals.
• Provide concise, high‑utility feedback that improves accuracy and self‑monitoring.
• Build simple practice cycles that space and interleave learning over time.

Benefits for the school of Prompting & Practice :

More consistent reinforcement of curriculum knowledge and procedures; improved retention and fluency leading to stronger assessment outcomes; better use of TAs to sustain learning between lessons without adding teacher workload. Over time, shared prompting and practice routines contribute to a school‑wide culture of independence, accuracy, and recall, supporting behaviour for learning and closing gaps for disadvantaged pupils.

INSET Outline

From input to long‑term learning

• Memory, motivation, and metacognition in classroom practice.
• Reflection: where pupils “forget fast” and how prompting/practice can help.

Prompting that teaches thinking

• Prompt types: cueing prior steps, strategy selection, self‑check questions, visual/gestural cues.
• Paired rehearsal: re‑phrasing prompts to remove inadvertent “giving the answer”.
• Prompt ladders: graded support levels for common tasks in core subjects.

Practice with purpose

• Retrieval routines: one‑minute quizzes; mini whiteboard checks; flashcard protocols; spaced practice calendars.
• Designing micro‑tasks: accuracy checks for maths procedures; vocabulary retrieval for MFL/English; concept recall in science.
• Feedback scripts: concise, specific, process‑focused.

Building the cycle

• Plan three quick practice touchpoints (before/during/after a lesson).
• Align to success criteria and upcoming assessments.

Personal Action planning

• Create a “Prompting & Practice” checklist to trial next week.

📧 Email us at enquiries@jmcinset.com