# timely practice's solutions to common problems of low attaining learners

timely practice was developed to help teachers improve the mathematical attainment of low attaining learners by working with the ways the human brain learns best.

You may wish to read these summary documents ...

The problems | Repeated retrieval practice | A more tightly spiralled curriculum |

theProblems.pdf |

.... or you may prefer to read about each problem and solution in more detail

The following are problems that low attaining learners have - together with generic solutions and how timely practice enables teachers to make these solutions workable with groups and classes of low attaining, under-achieving and disaffected learners. To find more detail follow the link from each of the problems.

## problem | ## generic solution | ## how timely practice makes this workable |

The solution to these two problems is what makes timely practice so effective in raising the attainment of low attaining learners. | ||

increasing interval retrieval practice | efficient learning: timely practice ensures that retrieval practice is efficient | |

teach in response to effective assessment for learning | ||

In solving these two fundamental problems, timely practice also overcomes other teaching and learning problems that low attaining learners often have: | ||

ensure feedback can be remembered | feedback triggers timely practice to reduce the interval between one practice and the next | |

more efficient learning and/or more teaching time
| ||

fade the scaffolding after the lesson | learners build their own scaffolding through practise of bite size pieces of learning | |

collect accurate assessment for learning data | ||

piecewise build numeracy skills | ||

success creates motivation | timely practice learners meet high success + they notice themselves learning | |

generalising is possible after sufficient retrieval practice | repeated practice effectively increases working memory capacity, this enables learners to generalise |