This topic is necessary for teachers. Read this after having studied the topic best practice for timely practice.
Categories: topic themes contain topics, which contain layers, which contain questions Scaffolding: internal and traditional Purpose: pre-assess, teach-learn, practise-learn and retrieval practice |
Extra information will be found here. |
The app splits questions first into
then splits these into
then splits these into
and finally each layer is made up of a number of
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scaffolding: internal and traditionalWhenever possible we prefer to learners to build chunks in long-term memory which provide the learner with “internal scaffolding” to learn harder layers. Sometimes we use traditional scaffolding: often a representative, sometimes a partially complete question. Once the learner has mastered the layer with the scaffold, then the learner needs to be taught to answer questions without the scaffold. Sometimes this process happens naturally without feedback, sometimes the best feedback is “what diagram can you draw to help you answer this question?” |
For each layer there are sets of questions
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All 3 tabs are used when getting started
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Learner’s Tab | Scheme of Learning Tab | Planning and Preparation Tab |
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LESLEY still to add this
Level for Learner - the approximate grade the learner would get if they took the GCSE exam tomorrow. (For primary pupils maybe grade 1 = close to “expected progress”, no grade is below this). Pace for Practice can be adjusted so that all learners take about the same time to complete their timely practice assignments within the lesson. Most learners will complete their assignments within a minute or two of each other, their pace can be left at the default 100%, adjust the pace for learners who finish their assignments significantly quicker or significantly slower than their peers. The Pace from Practice can be adjusted as frequently as desired. |
For subsequent spirals the teacher may want to add more topics to a topic theme. e.g. Once some learners have mastered equivalent fraction skills within fractionINTRO and sufficient skills within givenDIVsign skills and/or prime skills then the teacher may want to begin to teach simplestForm to some learners. For efficient teaching (teaching which results in a high proportion of embedded learning), learners should only learn new skills for which they have mastered the pre requisite skills. i.e. the teacher and SOL have gentle but relentlessly rising expectations. |
The Planning and Preparation tab does the most work. It helps the teacher ensure they are teaching in a manner which most efficiently embeds learning in low attaining or underachieving learners (those who aren’t expected to gain a grade 5 or above at GCSE). The staircase symbol of the tab represents each learner making a little progress every lesson. The 3 parts moving forwards symbol, used to create a new planning and preparation session, represents how the teacher is assisted to raise attainment with these 3 activities
assess prior learning: assess last lesson’s teaching within Edit Taught and assess prior learning within Assess t.p. (timely practice) plan and resource teaching: use Plan Teaching in the app and find the teach-learn and practise-learn activities in Learning Resources within the CKB (customer knowledge base) schedule retrieval practice: within Create t.p and Download t.p. (timely practice). The sub heading, in each learners PDF assignment Already Learned and Remembered? is what the teacher will think of as pre assess. Over time the app finds out what learners can already independently and accurately recall in all the topics within the apps SOL. The sub heading, in each learners PDF assignment Retrieval Practice and contains questions to ensure prior learning and new learning becomes ever more deeply embedded in the learner’s long term memory. The app prioritises fragile learning over more deeply embedded learning. The app ensures that the wait between one practice and the next of a layer of similar questions is long enough to promote a stretching of duration the learner can readily recall the learning of the layer for. This timely practice, well timed deliberate practice, means that learning will be rarely be forgotten and (almost) all retrieval practice questions are worthy of feedback. (FYI Occasionally, a recently taught layer may judged as “requiring too much feedback”, and the assessment option best learned later (bell) will ensure the app removes the layer from all of the learner’s future retrieval practice assignments). |
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The 3 pre assess assessment options in pre assess are tick, bell and reset
tick | bell | reset |
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tick is for a fully independent and accurate answer
bell, stands for best learned later. It is used for an almost (but not fully correct answer) or for a one part correct answer or for a question not answered (but the teacher assumes that the learner has had a chance to read and try to answer the question).
reset is for when the teacher assumes the learner hasn’t had a chance to answer the question e.g. the last few questions of the assignment are all left blank (the learner seems to have run out of time) or e.g. a blank answer line, when a short question is sandwiched between longer questions (the teacher thinks that the learner may not have seen the question). This assessment option can also be used if the teacher can’t quite read the learners answer e.g. a 3 has been changed to a 5 (the pre assess process is not a test, the purpose is to find out what the learner already knows, later the teacher can train the learner in good exam skills).
During the warm up process timely practice finds sufficient learning foundations so that future teaching is very likely to become retained learning and hence firm learning foundations for the next teaching of each topic. |
The warm up process is several (usually 3 to 6) create PA (pre assess) only, complete PA only, assess PA only assignments. The app is responsive, so setting 4 PA only assignments at one time will NOT give us enough data.
When a topic is fully pre assessed, the learner’s column will contain blue, white and pale grey squares
When a topic is NOT yet fully pre assessed it will contain shades of darker grey, white and pale grey squares
Here is an mp4 showing the process for one learner in one topic.
UTP4.mp4After every lesson where learners completed a PA (pre assess) only assignment,
Create a P&P (planning and preparation) session for the date of the lesson when timely practice pre assess will happen (usually the next lesson)
Open that P&P session and tap the Update Taught Layers button (there are no layers taught with timely practice) and tap Continue
Assess each question of the learners' completed/partially completed assignment using
tick = fully correct
bell (best learned later) = almost any other attempt e.g. partially correct, incorrect, missed out, written a ? etc
reset = learner ran out of time, you think the learner didn’t see the question (e.g, small question sandwiched between larger questions, you just can’t read the learners handwriting e.g. they orginally wrote 5 they’ve overwritten with 3, or was it the other way around?)
once all the questions in a learners assignment are assessed, tap the floppy disk symbol and assess the next learner’s assignment
Once all completed/partially completed assignments have been assessed, make a note of who has an outstanding assignment (and check you have the paper copy) and tap the Continue button
Change any learners Pace for Practice, if you need to (this will ensure most students complete their assignment within a minute or two of each other)
Change the nominal number of questions if you want a longer or shorter assignment, and tap to un tick the names of the learners who have an existing assignment.
Leave both retrieval practice and pre assess assignments ticked (this is good practice for 2 reasons which are explained later)
Tap the Create button, tap Continue
When all the assignments are created, each will have a green arrow. Choose how you want to download and print them, one by one or merge them and print them in one go. Click the appropriate green arrow(s).
The assignments will be found in your downloads folder.
When the teacher finds each learners firm learning foundations on a topic and uses that data to decide where to start teaching that topic - see (5) - the teacher can be confident that the learners will retain new teaching because
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It’s easy to teach too much and/or too hard and if we do
It takes a little longer, perhaps 4 lessons, before timely practice can show the teacher firm foundations for the first few topics. The app in effect holds the teacher back from teaching too much and/or too hard, meaning
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unknown | in pre assess | in pre assess | doesn’t know | fragile | improving | mastered | covered |
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Of course teacher’s don’t need to use timely practice to plan teaching, but if the teacher wants to use the power of the timely practice app to
then the teacher must wait until the app has finished pre assessing the topic. (There is nothing stopping a teacher teaching a layer to a learner whose pre assess on the topic is incomplete, but the app won’t schedule retrieval practice and the teacher may not be teaching on firm learning foundations.) |
A learner’s column in the Plan Teaching topic dashboard
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Here is the Learning Resources link.
Key to colour coding used in Plan Teaching
unknown | in pre assess | in pre assess | doesn’t know | teach next | fragile | improving | mastered | covered |
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MP4 needs to be added her
Planning the order and manner of teaching the layers of a topic is more of an art than a science. As the teacher gets to know how the learners within the class learn, the teacher will become more skilled at this.
The preparation and planning time required is from 3-5 minutes (for 1 topic in a lesson) and 7-10 minutes (for 2 topics per lesson) plus 1 minute per learner.
tick | feedback on attempt | feedback on blank | bell | reset | ||
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pre assess | independent and accurate answer | N/A | N/A | not fully accurate | the learner ran out of time or seems to have not seen the question.
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retrieval practice | question attempted, and feedback might work | question not answered, but feedback might work | feedback isn’t working |
Not all topics are traditionally named e.g.
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There are plenty of topics to fill gaps in numeracy skills - which often aren’t included in many paid for SOL + text books - ignoring these gaps make learning new maths that much harder for “our cohort”, whereas finding and filling these learning gaps makes new maths learning more successful and feel more successful. timely practice wants to find and fill these numeracy gaps - most of which are found within the topic theme integer. Along with creating all the questions, we’ve created ladders to mastery, so we’ve tried to choose topic names which describe these paths.
We also have
and their corresponding word problem versions
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In a class where there is a wide spread of attainment this is very likely. e.g. a low attaining learner may only “already know” fewer than 30 layers whereas a learner at about GCSE grade 4 is likely to “already know” well over 100 layers. The learner who knows more will need to answer questions on far more layers in order for the app to find the “goldilocks” place to begin teaching in each topic. So once some learners no longer have pre assess questions to answer, the teacher should make good use of lesson time for the lowest attaining learners. Consider creating slightly longer timely practice assignments so that:
The learners who have finished pre-assess can learn a layer from one topic with the class and an additional layer from one or even two other topics per lesson, whilst the learners who are still doing pre assess do longer assignments. The teacher should make good use of the time when the majority of learners are doing long pre-assess assignments, which don’t require feedback-dialogue, to spend time with the lowest attaining learners - this time, well spent - will increase the motivation of the lowest attaining learners and be a chance to fix some fundamental gaps, which will make it easier to teach the whole class in the future. The topics the learners who have already finished pre-assess can be drawn from all topic theme, but the teachers would be advised
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If the teacher hasn’t tapped the floppy disc, then just tap the correct assessment outcome. If the teacher has tapped the floppy disc (and the assessment has been saved), the teacher need not do anything, the app will self adjust the retrieval practice interval over time. |
This helps the app decide on the urgency for adding questions on layers into the next retrieval practice section of the timely practice assignment. The option feedback-on-blank is considered more urgent than feedback-on-attempt. However feedback-on-blank may be an indication that the teacher should select best learn later - because the teacher and learner might be better off putting their limited feedback time to better use. |
The teacher should not give feedback on pre assess questions because
Almost all teachers, by their very nature, will find selecting bell when an answer is almost correct hard to do. The teacher can remind themselves, that they are selecting bell because they can see the learner hasn’t fully mastered all of the topic, but has mastered some of the topic and it is the timely practice app’s job to find learning strengths and gaps within the topic. Once the teacher starts teaching the topic, the teacher will be able to give feedback on the layer which the learner is likely to be able to learn easily, rather than a random layer - which may be much harder to learn - that the trial and improvement process stumbled across. Any feedback, if feedback is even needed after teaching the layer, will then be on the learner’s firm learning foundations and therefore is likely to stick. |
Our experience is that low attaining learners don’t close the learning gap with their peers no matter
… unless we address forgetting. Of the two most effective ways to improve retention of learning, we have found that personalised retrieval practice is more effective and efficient than practice tests. |
Our experience is that end of lesson assessment is a waste of time! What we need desperately to know is
See below for suggestion on poor lesson spacing and https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/3110699106/Best+practice+with+timely+practice#(10)-schedule-a-cool-down-before-each-holiday |
It is likely, with poorly spaced lessons e.g. a lesson on Thursday and then not another until Tuesday that many learners will have forgotten enough of their learning of the Thursday lesson to warrant a whole class approach. The teacher may decide to move to the next lesson the layers found within Edit Teaching, (tap and tap again for the blue forward arrow) after the Thursday lesson. Instead the teacher can start or end Tuesday’s lesson with a few recap questions or ask the learners to repeat their practise-learn worksheet on what they learned on Thursday, and the teacher will see these layers in Taught Edited, as well as the layers taught in the Tuesday lesson. For some very low attaining learners, where the school decides more input is required for them, the school can add in an extra 5 minute timely practice session between poorly spaced lessons in school time: e.g. additional time with a learning support teacher or in registration with the support of the form tutor or with family-buy-in for homework. Thereby increasing the likelihood that the learner can recall learning between one lesson and the next. |
The app will let the teacher know, if the learner has retained the learning from the previous lesson, when the teacher assesses the next timely practice assignment. What we expect teachers will find is that:
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Absolutely not. We have worked hard to reduce peer-to-peer copying, because copying is the enemy of pre assess and retrieval practice. Each learner begins with a randomly assigned question, which significantly reduces peer-to-peer copying. Most layers have 6 to 20 questions so the chance of two learners sitting adjacent to each other having the same question is very low. Once learners realise they have different questions, they rarely even try to copy. Many teachers like to start their lesson with timely practice in lieu of a lesson warm up, and some teachers like to designate the first 5 minutes of each lesson as a “silent, do now”, meaning the teacher can focus on settling the class and not get side-tracked by feedback. |
Of course in the future we would like to automate this - and auto prepare a “lesson plan page” for the teacher to print out, but for now
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Traditionally the teacher only teaches each topic once per year, so in the subsequent year it will be a waste of time for the teacher to wonder “why doesn’t this learner know this layer already?” The reasons: absent, forgot, was taught too much etc, won’t help the teacher teach better in the future. With timely practice, the teacher might want to look back at their teaching within the first/previous curriculum spiral of the year and find “pride in a job well done”. Additionally where the teacher uses a SOL in which the teacher spirals through the curriculum and teaches many topics a few times a year, then the question “why doesn’t this learner know this layer already?” may help the teacher teach the current class better:
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Extension for the teacher/manager who will supervise a comparative trial
Whether the school/department/teacher is using timely practice to find out
how effective their current SOL with one class and how effective a timely practice SOL is with another class
or to compare a year where some teaching is done using the current SOL and some using a timely practice SOL
they will need to decide what the lead time needs to be - when sufficient pre assess is likely to have been done - so they can measure embedded learning at the start of a trial. We are happy to give advice about this.
The pre assess of the existing SOL should match the existing SOL. With most traditional schemes of learning, a block or unit is made up of only part of a topic theme e.g. algebraic tinkering in kangaroomaths.com contains the algebra topics simplifySD (sum difference), simplifyPQ (product quotient), expandLinear, factorise and valueAlgebra but not the other algebra topics algebraGraphs, inequality, sequenceArithmetic, sequenceOther, solvingReady, solve and writeAlgebra. |
With timely practice, we strongly recommend a scheme of learning which cycles through most topics more than once a year - we call this a breadth first scheme of learning. So pre assess all the topics that any learner may already know, or may be taught. |
How long the pre assess takes will depend on the attainment of the class and the intensity at which the school wants to do the pre assess process. Here are some suggestions for the way pre assess can be done
Pre assess will feel less threatening than traditional tests as the learners will become aware of
When trying to calculate how much time pre assess will require in advance of teaching
Carefully add the SOL into the app, making sure it is not pre assessing
as otherwise what is intended as pre assess will be post assess and too much learning, which is about to be forgotten will be found. This in turns means that the teacher will be unlikely to be teaching on firm learning foundations for all topics. |