Page Comparison

Before lesson: The teacher will make the best use of their time in the first two lessons, by doing assessment during this lesson, since no new teaching is taking place. Hence create 2 3 assignments per learner (one variable length and one standard length) , ready for the first lesson (and we have no idea of the learners pace of learning).

1. Add learners First and Family Names but used anonymised Known as Name e.g. randomly give letter A to Z (we want to share the process, but not personal data)+ give best estimate of Level for Learner

2. Add the SOL for the first curriculum cycle see below

3. Create all of the class a 8Q (today’s date) then a 10Q (Saturday’s date) and then a 10Q assignment (Sunday’s date)

4. Gather some extra time filler worksheets - just in case any learners finish early- despite our best efforts, finish all 3 assignments.

   1. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2971959297/begin+x+facts?preview=/2971959297/2971631630/beginXfactsTL4.pdf begin X facts (4)

   2. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2971959297/begin+x+facts?preview=/2971959297/2971631630/beginXfactsTL4.pdf begin X facts (14)

   3. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2970779670/improve+x+facts?preview=/2970779670/2971336725/improveXfacts3w.pdf improve X facts (3w)

   4. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2970779670/improve+x+facts?preview=/2970779670/3090251781/improveXfactsTL11.pdf improve X facts (11)

5. Prepare your pep talk re difference between tests/exams versus assessment with timely practice

In the lesson

You will need your android device.

Pep talk - see above and

• What to do when you can’t answer a question - Learner may try or may cross it out or write a ? in the answer space.

• What to do when learner has finished their assignment -> hand up and ask for next assignment. Teacher will collect completed assignments, give you learner another to do (and do some assessment in the lesson).

• Why not copy? Learners will have different questions (so can’t copy) + it learner will make it harder for themselves to learn in future lessons + there is no point, because there is no score.

Give out the 8Q assignment (today’s date) and sort the Saturday and Sunday assessments by first name (to make it easier to find them). Keep a list of all the Saturday assignments you give out. TOP TIP keep 3 piles of assignments today’s/Saturday/Sunday (with the assessed assignments at the back).

Once learners ask for a second assignment, the teacher can begin to assess these assignments (on the android device, remember tap with your non-writing hand and tick/bell with your writing hand).

Before lesson: Time spent getting the learners pace for practice (P4P)approximately correct is worthwhile and making sure learners complete a recently created assignment every lesson, will make planning easier and teaching more efficient.

1. Create a spreadsheet (see below) and if not already in 3 piles by date sort them.

2. Write the names of any absent learners in the correct row of the L1 8Q (lesson 1, 8 question assignment column).

3. Assess all remaining L1 8Q assignments - if any learners (were really slow working/late) and did have time to complete this assignment: assess all missed questions with reset symbol (3rd assessment choice) and write the number of missed out for lack of time questions in the correct row of the L1 8Q (lesson 1, 8 question assignment column).

4. Check that there is a paper assignment for each of the L1 8Q remaining assignments shown in the P&P session and no others - keep these in one pile.

5. Cross out the names of all the assessed assignments from Saturday and Sunday in the table.

6. Look at each un-assessed Saturday assignment

   • If the assignment is complete, assess it and cross out the learners name in the Saturday column of the table.

   • If there are only 1/2/3 (missed out for lack of time) questions left in the assignment, assess these with reset, cross out the name and write in the number of missed out for lack of time questions in the correct row of the Saturday 10Q column, assess the rest of the questions. Write these learners names in the L2 8Q column (they will do the new 8Q assignment and the Sunday assignment next lesson).

   • If the are 4 or more questions still to do, do NOT assess but write their name in the L2 8Q column (they will do the new 8Q assignment first and then complete this Saturday assignment).

7. Look at the Sunday assignments: are there any that learners have

   1. finished? - assess the assignment and write the learners name in the L2 25Q column and the L2 8Q column (they will do the 25Q assignment first),

   2. less than half finished? - write their name in the L2 20Q column (they will do the 20Q assignment first and then finish the Sunday assignment),

   3. more than half finished? - write their name in the L2 25Q column (they will do the 25Q assignment first and then finish the Sunday assignment).

8. Create the new assignments - first the 25Q assignment, then the 20Q assignment and finally the 8Q assignment. NB whenever possible learners will start with the assignment dated for next lesson (except learners absent last lesson, who , they will have o assignment dated for L2, they will do the L1 8Q assignment).

9. Gather some extra time filler worksheets - just in case any learners finish early - see lesson 1 - or use your own.

10. Screen shot the topic dashboard for decimalFraction, decimalXdiv and fractionINTRO and prepare to display these on the whiteboard.

In the lesson

Explaining the purpose of the second lesson - finding more about what learners know in the topic theme FDPR (fraction, decimal, percentage ratio) + doing revision - so that the teacher can teach on firm learning foundations and the timely practice app can ensure that learners retain their learning. Ask some questions, “hands up if you…”

• found some questions too easy?

• found some questions too hard?

• couldn’t answer some questions that you’ve learned before?

Reassure this is what you expect. Continue to explain: “If you answered a question correctly last lesson, you will get a similar question to answer this lesson (or next), which will help the timely practice app be sure of what skills you already know of on a topic. Next lesson I (your teacher) will start using this data to make teaching and learning easier”

Show the decimalFraction dashboard, explain that the learners are anonymised and you won’t be saying who is which letter, but they can see what the app has found out so far about the class' learning on the topics (low number = easier, high number = harder; white = needs to learn, grey = might need to learn). Explain that next lesson, when you look again, there may be some blue squares = the app has found out all the skills the learner has already learned and remembered on the topic.

Learners should start with the assignment dated today (except absent learners, who will start with the L1 8Q assignment).

The teacher may want to cross off out from the table, assignments that they assess during the lesson from the table.

Before lesson

1. In the Planning and Preparation Session for lesson 3, tap to deselect any learners who were absent/late to the lesson and didn’t learn layer 1 or 2, then tap Taught Edited.

2. If there were any learners absent for lesson 3 - write in the Old Assignments list under the appropriate subheadings L3 8Q/L3 12Q the learner's name - put these assignments to one side.

3. Assess all completed assignments and cross them off from the table or the Old Assignments list.

4. Assess all partially complete Sunday/L3 8Q/L3 12Q - for any questions not completed because the learner ran out of time: assess with reset - third option.

5. Edit the Old Assignments list

   • Look in the Saturday’s P&P (if the date still shows, there are some un assessed assignments) - write Saturday’s date as a subheading on the Old Assignments list and write the learners names tick the appropriate box in the Spare Assignments table + check the PDF copy still exists (if not: reset each question)

   • Look in the Sunday’s P&P (if the date still shows, there are some un assessed assignments) - write Sunday’s date as a subheading on the Old Assignments list and write the learners names tick the appropriate box in the Spare Assignments table + check the PDF copy still exists (if not: reset each question)

   • Look at the remaining P&P sessions, one by one - check that the learner’s names are written on the Old Assignment list (if not: add the name) and check that a PDF copy still exists (if not: either print the assignment again, use the last 4 digits of the title to verify its the correct one, it will be in downloads/files or reset each question and cross it off from the list).

6. Make up the Extra Assignments list - which will be used during the pre assess process, to try and ensure the learner doesn’t run out of questions.

7. If the learner doesn’t have a Spare Assignment, make up a nominal 10Q length assignment for next Saturday’s date.

8. Take snapshots of the decimalFraction and decimalXdiv dashboards.

9. Plan Teaching for the decimalXdiv topic as follows:

   • If layer 7 and layer 8 are light grey - the app thought that these layers might be too hard - so consider not teaching (but for many learners its OK to “give layer 7 a go”, so tap (7) and tap Teach)

   • If layer 7 is white - teach this layer - tap (7) and tap Teach

   • If layer 7 is blue - then look to layers 8, 9, 10 etc. - the layer to teach is the first white layer - tap (the appropriate layer number) and tap Teach

   • If layer 7 is dark grey and layer 8 is white - the app is still being assessing layer 7 (the learner probably already knows layer 7) so teach layer 8 but NB tapping (8 ) and Teach won’t work as the app hasn’t finished assessing, so this layer won’t be added into the next assignment’s retrieval practice section. After assessing this lesson’s assignment, the teacher may be able to add this layer in Plan teaching the next lesson. Teaching therefore may be forgotten, but there is no harm in “having a go”.

10. Download the necessary Teach-Learn questions and Practise-Learn worksheets

11. In Create t.p. uncheck learners whose name is on the Old Assignments list, change the number of questions to 18 questions and tap Create.

In the lesson

Show the snapshot of decimalXdiv dashboard to the class - explain what it shows (as above if layer 7 is: white - learn layer 7, blue: learn layer 8 (or harder), dark grey: do more pre assess). Explain that the app is continuing to build up information for other topics every time the teacher assesses the assignments and that the class is likely to learn this topic 2 to 3 times during the year, so learners who were absents for a pre assess lesson, or who need to do more pre assess will learn more on this topic this year.

Give out assignments to those who won’t be learning decimalXdiv and mini-white boards and pens to those that will. Encourage learners with assignments to ignore the teaching, if they can.

Teach layer 7 and give out the practise-learn worksheet for layer 7 (to the appropriate learners) and continue to teach layer 8 or higher to those who are to learn layer 8 or higher. Encourage writing out all steps e.g. 7 x 6 = 42; 0.7 x 6 = 4.2; 0.07 x 6 = 0.42 etc

Ask learners to ask for the answers when they have finished their worksheet, self-assess and then continue with their assignments as before. During the second part of the lesson, the teacher is likely to have time to assess some completed assignments, remember to cross them off from the table.

Before the lesson:Think back - did any learner’s complete their assignment annoyingly early? -

Look at the last page of each weekday assignment, did the learner

• complete their assignment? - assess it

• leave out the last few questions (because the learner seemed to run out of time)? - assess these last few “run out of time” questions using reset and make a note to

• decrease the learner’s Pace for Practice by

• 10 to 20%

• was the learner absent? - if this was the first day of absence write their name under last lesson’s date on the Old Assignments list - if this was a continuation of absence, check their name is already on the list under the correct date on the Old Assignments list

Did any learners do some work on their (weekend dated) Spare Assignment?

• Look at the last page

• or two - did the learner

• complete or almost complete their this assignment? - assess itleave out 1 to 4 questions (because the learner seemed to run out of time), assess these using reset and make a note to decrease the learner’s Pace for Practice by 10 to 20%if so assess (using reset where appropriate) - shade out the appropriate square in the Spare Assignments list - make a note of who needs a new spare assignment.

• Create a nominal 10Q new Spare Assignment (for the next weekend date if available).

Decide on the lesson focus:

This lesson and lesson 6 can be tricky: ideally the teacher will continue to teach some new learning, but sometimes, especially if poor attendance is an issue, allocating lesson 5 to completing assignments and doing no new teaching will make

• planning easier for the teacher,

• sure most learners get the benefits from retrieval practice as soon as possible.

The best topic to teach this lesson is the topic with the highest proportion of blue/white/very light grey showing and the lowest proportion of darker grey/swirling blue circle showing.

FDPR topics likely to be ready to teach to the class are:

• ratio

• orderFDP

• fractionINTRO

• fractionADDsub

Also why not look at these algebra topics which might be ready (because most learners may not know much/anything/much, so pre assess can be very quick)

• simplifyPQ

• algebraGraph

• inequality

If the teacher is going to

• allocate most of the lesson to pre assess create a nominal 20Q assignment,

• teach (almost) the whole class from a topic, then create a nominal 15Q assignment (any learner who isn’t ready to learn from the topic can be made an extra 5Q assignment).

In the lesson with no new teaching:

Start with a timely practice assignment, as learners enter welcome them, indicate their assignment and say that a timer will go off half way through the lesson.

When the timer goes off, ask learners to put down their pens, they will be able to continue in a little while. Engage the class in questions about pre assess e.g. hands up if you had (or point to on the a page to)

• a question in the retrieval practice section? (discuss what this means, next lesson they might get feedback if they need it)

• a question with algebra (letters or shapes that stand for numbers)?

• a question with a decimal point?

• a question with a graph?

• a question with a fraction?

• a similar question to a question you had last lesson?

• a question with a shape?

• a question with a ruler?is

Ask if learners are finding their questions

• “more goldilocks” (not too easy, not too hard) than the first lesson? is finding their questions “less goldilocks” (not too easy, not too hard) or “less goldilocks” than the first lesson?

Then ask learners to see how much many of the remaining questions in their assignment they can finish before the end of the lesson.

In the lesson with new teaching:

It is helpful to split the lesson into a sandwich: start with timely practice, do the teaching, continue with timely practice.

If the topic you will teach has a large spread of attainment, you may like to make the lesson into a club sandwich: timely practice, teach some learners, timely practice, teach other learners, timely practice/practise-learn worksheets.

Layer 3 is the most critical layer - do learners know how to write a fraction, from a diagram? Learners who don’t know how to do this, should probably be taught in a small group (but there is no reason, why they can’t “watch” the teaching of layer 4 or higher layers). Some learners can answer questions on harder layers, but not layer 3 (because they confuse the standard fraction notation, with e.g. a “bookies way of describing fractions e.g. 1/3 (1 to 3) writing 2/3 instead of 12/4”5”), learning layer 3 is, in these cases, even more important.

Many learners can answer layer 3 questions, without knowing why, but this can be addressed through learning layers 4 and abovethink aloud or asking probing questions when teaching other layers.

In the very unlikely event that a learner has mastered layers 1 to 7 but (this is unlikely for learners below the 15th percentile) there is a problem because simplestForm has not been pre assessed, you may want its easiest to not teach this topic to these few learners, or you may want to add simplestForm to the SOL and return to teach this topic laterthis/these learner(s).

With timely practice this is “just as hard to teach a spread of attainment” as with traditional maths teaching, but with timely practice the learning will stick, so each cycle of the curriculum this will get easier. The teacher might like to teach

• learners who are learning layers 1 and 2 separately from their peers,

• all the layers where the question is given a place value grid to all learners, (that’s layers 3 and 5) then ask the learners of layers 3 and 5 to begin their worksheet

• and meanwhile the teacher moves then move on to only teach the group of learners for whom their layer is questions without a place value grid.

If everyone is still doing pre asses, select a teaching order which maximises topics where most learners are pre assessed

There may be quite a bit of shame attached to not being able to do these skills. The first 3 layers, avoid the learner having to place the ruler accurately, so make good scaffold to layer 5.

It is quite helpful if only the lowest attaining learners are learning volume together, as far more learners than one expects don’t know how to visualise in 3D given from an isometric drawing. Having multlink available and colouring the cubes in the diagram to match might help.

Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help).