We are a small company creating a unique product. We aim to keep our terms and conditions simple.
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We will prioritise help to teachers who use timely practice regularly.
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If learners attempt to independently answer questions within the assignments created by their teacher this will give appropriately timed retrieval practice and this will embed the learners' current learning more deeply. |
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Data within the timely practice app is only as accurate as the teacher's assessment. If learners get unacknowledged help, then the data will not be accurate, but some embedding of learning is likely to take place. Teachers should encourage learners and their families to not give help for the bank current learning phase.
Follow on options
Once the finding existing learning phase is completed the school may continue with the embedding learning phase only or may continue with the embedding learning phase and take up the
- remote teaching option or
- limited topic trial option
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This option is only available when teachers have completed the finding existing learning phase of the bank current learning service (see 
box below)
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| Advantages of timely practice | Disadvantages of timely practice | ||
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| Feedback | Teacher feedback to low attaining learners, will be more effective than generic feedback. | Teacher must do feedback - via video call/conference. | |
| Assignments | Personalised PDF assignments, designed to optimally embed learning. | Assignments must be emailed/posted out to learners, returned and assessed by the teacher. | |
| Engagement | Learners are more engaged when they can independently and accurately answer most questions. | No gamification | |
| Efficiency | timely practice is efficient at embedding learning - recent trials show low attaining learners in GCSE closing the learning gap with their more highly attaining peers (within 2 years). Notice forgetting | From the assessment of timely practice assignments, the teacher will quickly learn when the teaching and apparent learning of the lesson, has been forgotten or partially forgotten. The teacher then has a chance to fix this through re-teaching or feedback (or indeed decide they have taught too hard or too much and that some new learning is best learned later). The teacher's time will almost always result in embedded learning. Once the teacher and learners notice that the learners can independently and accurately answer questions on the new learning, they begin to have faith that they are good teachers/learnersWith traditional teaching we generally only notice forgetting when revising for or feeding back after tests - but by then it is too late to do anything other than re-teach. | Noticing forgetting can be an uncomfortable experience for the teacher and the learners. When the teacher and the learner only practise close to the point of teaching, they will generally feel that learning has been achieved. If retrieval practice (perhaps 2 days later) reveals learning as forgotten/partially forgotten, the teacher and learner can feel that they are not good at teaching/learning. This noticing forgetting ordinarily only happens at exam time - but by then it is too late to do anything other than re-teach. With timely practice the teacher has a chance to give feedback or re-teach whilst at least some of the learning is retained. |
| Efficiency | timely practice is efficient at embedding learning - recent trials show low attaining learners in GCSE closing the learning gap with their more highly attaining peers (within 2 years). The teacher's time will almost always result in embedded learning. | Traditional teaching appears efficient - if we measure learning directly after teaching. Teachers and learners to some extent need to change their mindset: be pleased when learners can remember what they have learned, but equally be pleased when we find out that we can find and fix forgetting. | |
| Hope | Once the teacher and learners notice that the learners can independently and accurately answer questions on the new learning, they begin to have faith that they are good teachers/learners. | It takes time to build up hope in learners. |
Limited topic trial
We have a number of free trials available - the duration of the trail is likely to be about 18 school weeks (following on from the bank current learning service, otherwise 22 weeks).
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