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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 teaching Teaching up to 3 different layers will usually provide sufficient differentiation for the learners without making undue complexity for the teacher.
A When the teacher is more confident 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 for teaching purposes. 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.
Training on how to do this is found in https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/3110699127/Using+timely+practice#(5)-Get-started%3A-when-can-the-teacher-use-Plan-Teaching-within-the-app%3F
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Topic |
| Ava | Baz | Charlie | Dylan |
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. |
multiple |  | Teach layer 6 | Teach layer 6 | Teach layer 6 | Teach layer 2 |
factor |
 | Teach layer 6 | Doesn’t need to learn - instead teach BIDMAS layer 4, while the other learners, learn factor skills. | Teach layer 6 | Teach layer 1 |
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 |  | Ava doesn’t know this, and her assessment on multiple and factor indicate she would be better learning other skills. | Baz can learn layer 4 while the others learn more factor 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. | decimal fraction |  | Teach layer 3 | Teach layer 1 | fraction +/- Layers 1, 4 and 6 all rely on labelling a fraction line - so shouldn’t be too difficult for the teacher to teach these together. However layer 5 isn’t like this, so teach Baz separately. |  | Teach layer 6 | Teach layer 4 | Teach layer 1 |
fraction INTRO |
 | 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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| title | Why doesn’t timely practice collect full information on each learner in each topic? |
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We ask questions on a few key layers of a topic - which gives us a broad brush stroke picture of the learner’s skills and learning gaps - which are at an appropriate level for the learner. We know that quite often asking one question on a layer is insufficient to find if a layer is secure or not, so we always ask a second question if the learner seems to know the first. The assessment of the key layers is then used to gather more assessment for learning data in finer detail. Mainly because
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Also because
See auto pre assess for more detailed information |
(9) … then plan the teaching and learning activities of the lesson
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