Create a brief lesson plan outline using evidence-based principles of the science of learning for a topic of your choice.

• A. Identify objective, activate prior knowledge, present representation options, guided practice with feedback, retrieval practice, spaced review, metacognitive prompts, and assessment that aligns.
• B. Start with a surprise quiz and then abandon review.
• C. Rely solely on lecture with no practice.
• D. Make the plan unstructured and flexible without guiding principles.

Answer: (B)

Effective lesson planning in the science of learning relies on evidence-based practices that support encoding, retrieval, retention, and transfer of new knowledge. A solid brief plan starts with a clear objective and actively connects new material to what students already know, then offers multiple representations so learners can approach ideas from different angles. It also includes opportunities for guided practice with timely feedback, which helps students apply concepts correctly and refine their thinking.

Retrieval practice strengthens memory by repeatedly pulling information from memory, while spaced review reduces forgetting over time. Metacognitive prompts encourage students to reflect on what they understand and identify gaps in their thinking. An assessment that aligns with the objective ensures you’re measuring the intended outcome and provides data to guide ongoing instruction.

The other options don’t fit because a surprise quiz with no subsequent review disrupts the learning process and offers little feedback or structure; relying only on lectures provides limited practice and fails to engage retrieval or application; and an unstructured plan lacks guiding principles to ensure coherent, evidence-based instruction.