Run a two-week retrieval practice plan
The holiday slump is often a retrieval problem. Students know more than they can recall. A simple plan works:
- Every lesson starts with a 5-minute quiz.
- Mix items from yesterday, last week and last term.
- Keep stakes low and give immediate answers.
Testing yourself beats re-reading for long-term memory (Roediger and Karpicke, 2006). Spacing these quizzes over days makes memory stronger. Many adaptive tools can automate this mix and spacing, so you don't have to.
Interleave topics and use worked examples to cut overload
Do not block a whole lesson on a single type of problem. Interleave two or three related types so students learn to choose the right method. Interleaving helps students tell ideas apart and transfer learning (Rohrer and Taylor, 2007).
To avoid overload, pair interleaving with worked examples. Show one problem fully worked, then show one with a few steps missing for students to complete, then one for independent practice. This 'fading' reduces cognitive load and builds schemas efficiently (Sweller, van Merriënboer and Paas, 1998).
Create early wins with low-floor, high-ceiling tasks
Students need fast proof that effort works. Begin with a step nearly everyone can do. Then add layers for deeper thinking. For example, start with a familiar question, then add one new constraint, then invite students to generalise or apply to a new context.
These early 'mastery moments' build self-efficacy, which fuels persistence and strategy use across the term (Bandura, 1997). End with a short debrief that names strategies students used, not just answers.
Use micro-goals and if-then plans
Big resolutions fade. Short, clear goals help. Try 10-15 minute work sprints with an if-then plan. For example: “If I am stuck for more than one minute, then I will write what I know and draw a diagram.” Implementation intentions like these increase follow-through (Gollwitzer, 1999).
Make the goal specific (“Complete questions 1-3 using two steps shown in the example”). Challenging, clear goals raise performance. Close the sprint with a 60-second reflection: What worked? What will I try next time?
Rebuild belonging with a simple daily routine
The slump is not just about memory. It is also social. A two-minute 'belonging check' can help: students write one thing they tried today and one question they still have. Keep it low-pressure and, if helpful, anonymous. Read a few examples and praise the effort and the question-asking.
Brief belonging routines like this can lift outcomes, especially for students who doubt they fit in (Walton and Cohen, 2011).
Spark curiosity with purposeful novelty
Curiosity boosts learning and memory (Gruber, Gelman and Ranganath, 2014). Start with a short, surprising prompt that links to your content: a puzzling image, an odd data point or a common mistake to diagnose. Then bridge quickly to the core task.
The aim is not to entertain. It is to give students a reason to use what they already know and extend it.
Reset habits by changing cues, not just effort
Willpower is not enough when routines have slipped. Change the environment to make the right action easy:
- Use the same opening routine every day (timer on screen, “Do now” in the same place, materials ready).
- Reduce friction (copies pre-stacked, logins working, pens and calculators to hand).
- Post a short checklist for transitions.
Habits form when cues are stable and actions are simple (Wood and Neal, 2007; Lally et al., 2010). Small changes in setup can produce big changes in behaviour.
Support sleep and daily rhythm
Holiday sleep patterns often shift later. A brief advisory chat can help students plan a step-by-step return: move bedtime earlier by 15 minutes every two nights; get morning light; avoid phones close to sleep. Better sleep links to better grades and attention (Dewald et al., 2010). Share a one-page guide with families and include gentle reminders in class.
A consistent message is helpful: learning requires effort, and effort pays off. By implementing small, purposeful routines, students will quickly regain a sense of capability. The dip will be temporary. Your structure and consistency will establish the tone for the term, and keep in mind that everyone has slump days and productive days.
