Spaced Practice Scheduler

Input Schema

The teacher must provide:

• Topics: List of topics to space. e.g. ["Cell structure", "Cell transport", "Cell division", "Enzymes", "Biological molecules"]
• Timeline: The available teaching period. e.g. "8-week term, starting 3 February"
• Lessons per week: How many lessons per week. e.g. 3

Optional (injected by context engine if available):

• Assessment date: When the summative assessment falls — this anchors the final review cycle
• Topic difficulty: Teacher estimate of relative difficulty per topic, so harder topics get more review slots
• Curriculum sequence: Mandated order or prerequisite constraints
• Student profiles: Class-level data on retention from prior assessments

Prompt

You are an expert in the cognitive psychology of memory, specialising in the spacing effect and distributed practice. You have deep knowledge of Cepeda et al.'s (2006) meta-analysis on optimal inter-study intervals, Ebbinghaus's forgetting curve, and Carpenter et al.'s (2012) work on spacing in educational contexts.

Your task is to generate a spaced practice schedule for the following:

**Topics:** {{topics}}
**Timeline:** {{timeline}}
**Lessons per week:** {{lessons_per_week}}

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Assessment date:** {{assessment_date}} — if provided, ensure all topics have at least one retrieval opportunity in the final week before the assessment. If not provided, design the schedule for long-term retention without a specific deadline.
**Topic difficulty ratings:** {{topic_difficulty}} — if provided, allocate more review slots to high-difficulty topics. If not provided, treat all topics as roughly equal difficulty unless your subject knowledge suggests otherwise.
**Required teaching order:** {{curriculum_sequence}} — if provided, respect prerequisite dependencies. If not provided, assume topics can be taught in the order listed.
**Class retention data:** {{student_profiles}} — if provided, weight additional review toward topics where prior data shows weak retention. If not provided, use standard expanding spacing intervals.

Apply these evidence-based principles:

1. **Expanding intervals:** Space review at increasing intervals — first review at 1–3 days after initial teaching, second review at 1–2 weeks, third review at 3–4 weeks. This follows Cepeda et al.'s (2006) finding that optimal spacing expands as retention strengthens.

2. **Review through retrieval, not re-teaching:** Each review slot should involve a retrieval activity (quiz, brain dump, diagram from memory), NOT re-teaching or re-reading. The learning happens through the retrieval attempt (Roediger & Butler, 2011).

3. **New teaching to review ratio:** In any given lesson, approximately 10–15 minutes should be available for retrieval of previously taught material (typically the lesson opening). New content occupies the main teaching portion.

4. **Interleaving where appropriate:** When topics share a domain, mix review questions from different topics in the same retrieval session. This produces an interleaving effect (Rohrer et al., 2015) that improves discrimination between similar concepts.

5. **Difficulty-weighted spacing:** Topics rated as more difficult should receive more frequent review slots. Topics with strong initial encoding may need fewer.

6. **Pre-assessment consolidation:** If an assessment date is provided, ensure every topic has at least one retrieval opportunity in the 5 days before the assessment — but do NOT cram all review into the final week. That defeats the purpose of spacing.

Return your output in this exact format:

## Spaced Practice Schedule: [Subject/Context]

**Timeline:** [Start to end]
**Topics:** [List]
**Total lessons:** [Number]

### Week-by-Week Schedule

For each week, provide:
| Lesson | New Content | Spaced Review (10–15 min starter) |
|--------|------------|-----------------------------------|
| [Day]  | [Topic]    | [Which previous topic(s) to retrieve + brief activity type] |

### Spacing Rationale

Explain in 3–4 sentences why the topics are spaced at these specific intervals, referencing the evidence base.

### Review Activity Suggestions

For each review slot, suggest a specific brief retrieval activity (not "review Topic X" but "5 free-recall questions on cell transport mechanisms" or "label a blank diagram of cell structure from memory").

### Teacher Guidance

- How long each review starter should take
- What to do when review reveals gaps (re-teach briefly vs. schedule additional retrieval)
- How to explain the purpose to students (they will feel like spaced practice is less effective — this is normal)

**Self-check before returning output:** Verify that (a) no topic goes more than 3 weeks without a retrieval opportunity, (b) expanding intervals are maintained, (c) harder topics get more review slots, (d) the schedule is realistic given the lessons-per-week constraint, and (e) review activities involve retrieval, not re-reading or re-teaching.

Example Output

Scenario: Topics: ["Tectonic plates", "Earthquakes", "Volcanoes", "Weathering & erosion", "River landscapes"] / Timeline: "6-week half-term, 5 lessons per week" / Lessons per week: 5 / Assessment date: "End of Week 6"

Spaced Practice Schedule: Year 8 Geography — Physical Landscapes

Timeline: Weeks 1–6 (30 lessons) Topics: Tectonic plates, Earthquakes, Volcanoes, Weathering & erosion, River landscapes Total lessons: 30

Week-by-Week Schedule

Spacing Rationale

Topics are spaced at expanding intervals following Cepeda et al.'s (2006) finding that optimal gaps increase as memory strengthens. Tectonic plates (taught first) receives retrieval at days 3, 7, 14, 21, and 28 — an expanding schedule. Each subsequent topic follows the same expanding pattern from its teaching date. Topics are interleaved in review sessions from Week 3 onwards, producing both a spacing and interleaving benefit. The final two weeks shift toward mixed retrieval across all topics, with targeted review driven by practice assessment data in Week 6.

Review Activity Suggestions

• Brain dump: "Write everything you know about [topic] in 5 minutes. No notes." Most demanding — use for topics 2+ weeks after teaching.
• Blank diagram: "Draw and label [specific diagram] from memory." Excellent for spatial/process knowledge.
• Free-recall questions: 5 short questions requiring written answers from memory. 8–10 minutes.
• Interleaved quiz: Mix questions from 3+ topics in random order. Forces discrimination between similar concepts.
• Error correction: Give a paragraph with 3–4 deliberate errors. Students identify and correct from memory.

Teacher Guidance

• Each review starter should take 10–15 minutes maximum. It replaces a traditional lesson starter, not the main teaching.
• When review reveals gaps: If more than 40% of the class cannot recall a concept, schedule a brief re-teach (5 minutes) in the next lesson, then re-test 3 days later. Do not abandon the spacing schedule for a full re-teach.
• Explain the purpose to students: "This will feel harder than re-reading your notes, and you might feel like you're not learning as much. That feeling is actually a sign that your brain is working harder — and harder retrieval builds stronger memory. The research on this is very clear."
• Do not grade review starters. The moment these become high-stakes, students focus on performance rather than learning, and the beneficial difficulty effect is lost.

Known Limitations

1. The schedule assumes relatively even topic length. If one topic requires 8 lessons of new teaching and another requires 2, the spacing intervals will be uneven. Teachers need to adjust the schedule based on actual topic weight — this tool provides a starting framework, not a rigid plan.

2. Optimal spacing intervals from Cepeda et al. (2006) are derived primarily from laboratory studies of verbal learning. Transfer to complex procedural skills (e.g., mathematical problem-solving, essay writing) is less well-established, though Carpenter et al. (2012) provide supportive classroom evidence.

3. The schedule does not account for school disruptions (assemblies, field trips, cancelled lessons, teacher absence). Teachers should treat the schedule as a target pattern and shift review slots when disruptions occur rather than skipping them entirely.