Choose the learning context
The learner starts from a subject, level and topic, or from relevant session material.
ClassMirror Learning Method
Understanding becomes stronger when the learner has to explain.
ClassMirror places the learner in an active role. Lina, Jad and Maya ask distinct questions that require the learner to explain, calculate, compare, analyse or justify instead of simply recognising information.
Lina · Jad · Maya
PDF
Photo
∑ Maths
🎙 Dictée
MirrorBrain
A learning loop designed around the task
Every element should serve the learning objective: source material, question, support, response tool and feedback.
Generate distinct questions
Lina, Jad and Maya should explore different aspects instead of repeating the same question.
Check that the task is usable
A question should be clear, level-appropriate and contain or reference what the learner needs in order to answer.
Show useful support only
A table, map, graph, image or other document appears only when the task actually needs it.
Provide the right response tools
Math editor, writing, dictation, graph or other tools follow the action required by the question.
Turn the answer into progress
Feedback, Mirror Score and learning signals help identify what to reinforce next.
Question quality
A question must give the learner something real to work on.
The chapter title is a context, not the missing data of the exercise. A useful question provides the necessary data, statement, support or explicit object of analysis.
Concrete task
The learner can identify exactly what must be calculated, explained or analysed.
Necessary information
Required data are provided directly or through a clearly identified displayed support.
Right level
Vocabulary and cognitive demand remain aligned with the selected educational level.
No artificial repetition
New rounds should develop the learning rather than simply rephrase the same idea.
Using a concrete case from the chapter, identify the concept that applies and justify your choice.
The learner is asked to reason about a case that has not actually been provided.
Let f(x)=2x−3. Calculate f(5), then explain what the result represents.
The task and the information needed to answer are explicit.
The document and the tools follow the task — not the opposite.
ClassMirror should not overload the learner with features. Each support and tool has a pedagogical reason to be present.
Adaptive progression
Later question rounds can focus on points that still need clarification rather than restarting from zero.
Useful pedagogical supports
Data, maps, images, tables or graphs are there to be used by the learner, not simply to decorate the page.
Contextual tools
The response interface changes with the action: calculate, write, explain, analyse or construct.
The answer is not the end of the session.
ClassMirror
Mirror Score · MirrorBrain
Two principles keep the experience pedagogically coherent
The question decides the support.
No document should appear unless the learner actually needs it to perform the task.
The required action decides the tools.
The interface should provide the tool required by the learner's answer, rather than displaying every available feature.
Build a session around real understanding.
Start with a subject or learning material, let Lina, Jad and Maya question the learner, and turn the answers into useful progression.