Ask for the sequence later

After another activity, invite participants to describe how they would repeat the task they learned. They need not reproduce interface wording. Listen for the purpose, the information required and the point at which they would check the recipient's experience. A missing step may show that the explanation connected screens but never explained the decision behind them.

Improve the reference from memory gaps

Compare the recalled sequence with the guidance card. If several people omit the same decision, make that decision clearer and explain why it matters. Avoid scoring participants publicly or turning the exercise into an examination. The programme is evaluating the teaching aid as much as the learner, and the most useful result may be a shorter, better-labelled reference.

Imagine this

Hypothetical programme scene

Hypothetically, participants remember adding a project but forget to check who can understand its title. The facilitator adds a recipient-view question to the reference. A later exercise tests whether that question now feels like part of the task.

Make it practical.

Use this checklist as you read. Checks are not stored.

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