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Usually the teacher will only need to consider the progress on topic of the topic they plan to teach, to decide which layer to teach each learner. (However sometimes the teacher may need to look at the progress of topic of another topic e.g. for the topic expand linear the teacher may need to look at the learners skills in the topic simplify x/÷)
Usually, limiting the teaching on a topic to a maximum of 3 different layers, provides sufficient differentiation for the learners, without undue complexity for the teacher.
A scaffolded pair (where the questions in the easier layer of the pair includes some scaffolding, and the questions in the harder layer of the pair do not) can be counted as one layer. The teacher talking about the differences “what scaffold might be included with this question” and “what might this question look like without the scaffold” can help learners move more successfully from the layer with the scaffold to the layer without.
In https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/3110699127/Using+timely+practice#(89)-plan-teaching-on-firm-learning-foundations the teacher will find examples of detail on how to select the layers to teach on a topic.Sometimes the teacher may need to look at the progress of topic of another topic e.g. for the topic expand linear the teacher may need to look at the learners skills in the topic simplify x/÷see the class' progress on all topics pre assessed.
| Expand |
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| title | Detailed look at a small group (of very different learner's that a tutor must teach) |
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Here a tutor has a challenge of teaching 4 very different learners, who have “weird and unexpected” strengths and weaknesses. Topic | | Ava | Baz | Charlie | Dylan |
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Level of Learner | Detail | Ava’s teacher has no real idea of grade learner would gain if she took her GCSE exam tomorrow (she is new to the school). | Baz, would gain a grade, which would almost certainly be below grade 4 if he took his GCSE exam tomorrow. | Charlie might gain a grade 1 if she took her GCSE exam tomorrow. | Dylan is not expected to get any grade if he took his GCSE exam tomorrow. | Global target | N/A | Find and fill in some glaring gaps. | Fill in gaps and improve | Charlie has some unexpected strengths, so here the task is to find out why she has so many weak areas, as well as build on her strengths. | Dylan, is one of the weakest learners in the school, so may well have been taught “too hard” in most his maths lessons - so err on the side of easy and see how learning embeds. | BIDMAS - could be taught as an extension layer in the second half of a lesson - or see teaching suggestion given when planning teaching of the topic factor |  Image Added | Ava doesn’t know this, and her assessment on multiple and factor indicate she would be better learning other skills. | | A surprise that Charlie knows this - her numeracy skills are higher than expected. | This topic will be too hard for Dylan. Due to his low level for learner, he wasn’t even asked questions form this layer. The teacher might teach him some 4 operation skills, which the rest of the learners already know. | multiple | Image Added | Teach layer 6 | Teach layer 6 | Teach layer 6 | Teach layer 2 (we want to get him feeling positive and successful) | factor | Image Added | Teach layer 6 | Doesn’t need to learn - teach BIDMAS layer 4, while the other learners, learn factor skills | Teach layer 6 | Teach layer 1 | decimal fraction | Image Added | Teach layer 8 or 9 Layer 8 is a scaffold of 9 - so err on the side of caution, while the teacher gets to know the class. | Teach layer 8 or 9 Layer 8 is a scaffold of 9 - so err on the side of caution, while the teacher gets to know the class. | Teach layer 3 | Teach layer 1 | fraction +/- The 3 different layers all rely on labelling a fraction line - so shouldn’t be too difficult for the teacher - layer 5 isn’t like this, so teach Baz layer 6 rather than layer 5. | Image Added | Teach layer 6 | Teach layer 6 NB not layer 5 | Teach layer 4 | Teach layer 1 | fraction INTRO | Image Added | Teach layer 11 | Teach layer 5 Get Baz and Dylan to teach each other? | Teach layer 7 | Teach layer 6 Get Baz and Dylan to teach each other? |
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Future improvements - allow the teacher to see when a layer has all its pre requisites from other topics.
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