...
problem | generic solution | timely practice twist to the generic solution |
Assessment for Learning | timely practice assessment for learning data initially from the trial and improvement pre assess program and later from the scheduled retrieval practice. | |
Scaffolding Differentiation | https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/3110699106/Best+practice#(2)-teach-1-layer-per-learner-per-topic-per-curriculum-spiral then spiral through the curriculum several times a year. | |
Increasing interval retrieval practice | ||
Personal tutoring Triple marking | 4a. Allocate part of lesson to retrieval practice and feedback 4b. Decrease and decrease the interval between retrieval practices after feedback is given. | |
Turn things around, aim for success first, then motivation will follow. | Learners are successful with timely practice and this increases their motivation. | |
Spend more time teaching numeracy | Teach numeracy skills on firm foundations Start teaching non-numeracy topics in a way which requires fewer and easier numeracy skills and provides numeracy scaffolding when appropriate. | |
Increase the stakes of testing Provide extra lessons or tutoring | Retrieval practice reduces the need for revision and testing. As learners become more confident as learners they are more willing to revise and practice missing skills. | |
8. Learners find using/creating generalisations and problem solving very hard | Highly scaffolded lessons. | As learners build more chunks in long term memory they become more adept at using generalisations and problem solving. |
Fade scaffolding Often earners build chunks in long term memory, which act as internal scaffolding to replace the scaffolding of the lesson | Really fade scaffolding (fade implies a passage of time). FYI Reducing scaffolding to zero within an hour, isn’t fading. |
problem 1: low attaining and under achieving learners have many learning gaps
...
timely practice’s primary purpose: https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/3113254913/Solutions+to+Common+Learning+Problems#solution-2a%3A-teach-a-small-bite- on firm foundations of- embed that learning then repeatlearning-per-topic-per-curriculum-spiralneeds to be effective for most learners most of the time because otherwise there will not be enough capacity from the teacher to give feedback when it is needed. It is highly likely that we will need to fix incomplete and incorrect chunks from prior learning, and this is more likely to need feedback than new learning. So we must make sure that timely practice’s secondary purpose - effective feedback - is in place.
...
Most low attaining learners have missing times table, addition and subtraction facts and little understanding of place value; few understand when to multiply and even fewer still when to divide. Many learners have incomplete or incorrect formal methods for the four operations - often due to the excessive working memory demands of formal methods.
...
Alongside teaching numeracy skills, the early teaching of many harder topics within timely practice is done in a low-numeracy-demand way. This means that once learners have improved their numeracy skills they are not left behind in other more mathematical topics.
| Expand | ||
|---|---|---|
| ||
Once we allow learners to use what ever works for them, including their fingers if they like, and learners feel confident that there will be “no shaming” when they show their long winded workings out, we can begin to build numeracy and word problem skills through teaching small bites on their existing skills and knowledge. timely practice has carefully thought through the layers to teach learners with smaller working memory capacity the following:
Reduce the numeracy demands of other topics: so that learners can learn the fundamentals without their numeracy skills holding them back:
|
problem 7: learners can’t or won’t revise
...
Scaffolding within a lesson - which allows learners to learn alongside their peers within the lesson - often doesn’t lead to embedded learning after the lesson. Within the lesson, learners can appear to learn when we provide scaffolding, similarly . Similarly fading the scaffolding within the lesson appears to be successful. However even the next day, without the scaffolding of the lessona few days later, many learners cannot use the skills the teacher taught and the learners appeared to learn.
...
Fading scaffolding, as the phrase implies, requires time, if we remove scaffolding before the learner is ready, we are likely to lose the learning. If we teach topics only once a year for a lesson or two during the year, we are unlikely to be able to fade scaffolding sufficiently slowly (and we’ll need a tutor per learner to be able to do this). As learners practice questions from a layer (a small bite of learning from a topic) they build up chunks or mental schema in long term memory which help them to remember how to answer similar questions - thus the learners building up their own scaffolding - through the repeated retrieval practice of timely practice. We provide scaffolding in one of two ways within timely practice
Each layer on a topic is only a small amount harder than the previous, so learning on prior layers provides creates chunks in long term memory, which act as internal scaffolding for future layers.
Sometimes the same maths occurs in two layers, one layer with scaffolding given within the question and later the same type of questions are repeated in a layer without the scaffolding.
...