• Eliciting prior learning is a basic technique to find out what learners already know. It should be used regularly, not only at the beginning of a lesson but whenever it is necessary and appropriate.
• Use open-ended questions to elicit prior knowledge – the answers will tell you about the extent of their knowledge.
• A long silence or incorrect answers tell you that learners don’t know the answer. Don’t wait too long if learners are silent! You can ask questions to assist and guide learners towards the type of information you are looking for.
• Don't ask learners to repeat incorrect answers but do ask them to repeat a good answer to ensure that everyone has heard.
• Acknowledge or give feedback to each answer with gestures or short comments.
• Learners can elicit from each other, particularly during brainstorming activities. This helps to build confidence and a sense of community as well as shifting the focus away from the teacher.

Successful eliciting depends on the attitudes of teachers and learners. It encourages an exchange of information and interaction; it helps to break down traditional teacher-centredness, and to make it clear that you value the knowledge and experience learners bring to the classroom. It is also important for learning through tasks and self-discovery, and a simple and effective way of getting learners to show what they already know, so that you can plan appropriately.