How it works

How Proftor works

Proftor helps students practise what they learned after the lesson. Instead of giving ready-made answers or asking students to choose from options, it guides them through recall conversations where they think through the topic and put their understanding into words.

1. The teacher defines the learning focus

A teacher, school, or education provider selects the lesson, topic, or material students should practise. Proftor organises it into a guided recall journey built around the important points the teacher wants students to reach.


2. Proftor prepares a recall journey

Behind the conversation, Proftor knows the important points students should gradually reach. These points guide the session without turning it into a rigid quiz. There are no multiple-choice options, no score counters, no right-or-wrong flashes — just an open, guided conversation.


3. The student starts with open recall

A session can begin with a simple open question:

"What do you remember from today's lesson?"

The student answers freely. There is no pressure to be complete — the conversation will develop from wherever the student starts.


4. Socrates guides the conversation

Socrates is Proftor's guided recall engine. It reacts to what the student says. It can encourage, narrow the focus, ask for clarification, or offer a hint — while still keeping the student active and doing the thinking.

Socrates does not give away answers. It helps students find their own words for what they know.


5. The student puts knowledge into words

The goal is not to click the correct answer. The goal is to recall, think through, and explain. A student who can put knowledge into their own words has moved from passive familiarity to active understanding.

Where knowledge is vague, incomplete, or missing, the conversation makes that visible — without pressure or judgement.


6. Teachers see learning signals

Proftor can show teachers what students remembered, what was vague, what was missing, and where follow-up may be useful — without requiring teachers to read individual responses themselves.

These signals are not grades. They are learning insights: a clearer picture of what remained after the lesson.


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