Most Likely To

Most likely to asks learners to make and justify predictions. Given a set of options and a criterion, they must evaluate each option against the criterion and decide which fits best. The thinking happens in the comparison and justification, not in the final answer.

Present four to six options and a clear criterion. For example: "Which of these materials is most likely to keep a drink warm for the longest?" or "Which of these historical figures is most likely to have supported the Reform Act?" Learners discuss in pairs or small groups, considering each option before reaching a decision.

The strength of this tool is that it demands reasoning, not recall. Learners cannot simply remember an answer; they must weigh evidence, consider variables, and construct an argument. It works particularly well when the answer is genuinely debatable, because this forces learners to articulate their thinking rather than guess what the teacher wants to hear.

Most likely to can be used as a lesson starter to activate prior knowledge, as a mid-lesson check on understanding, or as a plenary to consolidate learning. It generates rich discussion and reveals misconceptions clearly, because learners must explain their reasoning, not just state an answer.

Most likely to develops the "Develop" strand of thinking skills through prediction, evaluation, and reasoning with evidence. It builds cross-curricular literacy through structured discussion and argumentation, and works across Humanities and Science and Technology where evidence-based reasoning is central.

Rainbow Curriculum's Thinking Tools lens helps you plan where prediction and evaluation activities are used across your curriculum, developing the reasoning skills that underpin all AoLEs.