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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timely practice needs to be done regularly - else the practice is will not timely - and as a result more learning is lost and/or more feedback is requiredbe timely
- practice which is too late leads to more forgetting and therefore requires more feedback,
- practice which is done too quickly (such as extra practice in the lesson) does not extend the duration of learning and leads to forgetting and requires re-teaching
- practice which is timely leads to efficiently embedding learning and firm foundations for future learning.
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Unlike the bank current learning service, feedback will need to be given for the remote teaching option (this takes on average within the classroom less than a minute per learner per assignment). A rule of thumb for frequency would be:
The teacher need not follow the embedding learning phase of the bank current learning service, as embedding of the learning found in the finding existing learning phase will happen alongside the remote teaching practice. |
The differences between the In the table below we compare timely practice approach and traditional teaching/other distance learning apps are laid out in the table belowteaching
| 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 , are 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 |
| Notice Noticing 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). With 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. |
| 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 prior learning, they begin to have faith that they are good teachers/learners. | It takes time to build up hope in learners. |
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Training and advice
We offer training Explaining and Training on using the app and the efficacy of teaching and learning, using our best knowledge, with our best intentions.
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