teach a "timely practice" lesson

This describes what is different in a timely practice lesson than a business as usual lesson

These are the extra timely practice activities which are generally not included in traditional lesson plans

Allow time for these 3 activities

FYI Normally activities 1. and 2. are done concurrently during the lesson.

  1. Learners to do their timely practice assignment dated for the lesson. Learners may ask for as much help as they need to answer all the questions in their new timely practice assignment ...

    However ...

    • if the learner is given help, beside the answer line the teacher (or other adult) will record either h for small help or H for more help
    • writing the letter h or H is unnecessary if the teacher writes on the assignment to explain their help - this is often recommended as the teacher can often better model how to answer questions by writing on the assignment

    • if the teacher gives a small help and writes h and then the teacher/ other adult gives further help on the same question, the h should be change to H

    Sometimes with some classes, learners want more help than the teacher and other adults have capacity for, so then learners can be given a ration of e.g. two "helps" per lesson.

  2. Learners review the assessed timely practice assignment from their last lesson and feedback on the starred questions happens. 

    Feedback can be given by

    • the teacher to the whole class or a group of learners or
    • the teacher circulating and offering feedback on the starred questions or
    • the learners may be given responsibility for asking for feedback - often their peers will be able to help them better than their teacher.
  3. Sometimes learners complete a pre assess assignment. This only happens during the finding and firming learning foundations phase.

    No help for pre assess assignments (these are titled: "learned?")

    • No help should be given for the pre assess assignments - as their purpose is to find which layers (bites of learning from a topic) the learner can already independently and accurately do.

These are the everyday teach-practise-learn activities which would be included in most lesson plans

In each box is explained the timely practice twist 

  1. The teacher teaches and the learners begin to learn some "new learning". We call this the teach-learn part of the lesson. 

    teach-learn: timely practice twist

    Since the teacher will have a clear idea of what groups of learners already know and what they need to learn next, from the information in the Progress on Topic, the following teaching options are possible

    • framing the whole topic, clarifying how the layers (small bites of learning) fit into the whole or
    • reminding any pre requisites and then teaching just what the learners need to learn next. 

    Teaching can be to

    • small groups or
    • the whole class.

    The teacher can, if they so choose, target their questioning to individual or groups of learners using an ordered print out of the Progress on Topic or the lesson pro forma

    We have a growing number of mp4 and SMART notebook teach-learn activities (often with tricks for teaching "Higher work to Foundation learners") and a few pdf teach-learn worksheets. These are  found in the teach-learn column or the sampleTopic document for a topic - this is found in learning resources

  2. Learners practise what they have been taught. We call this the practise-learn part of the lesson. 

    practise-learn: timely practice twist

    The teacher may have

    Timely practice provides practise-learn worksheets for every layer, found in the practise learn column of each topic found in learning resources. Each practise-learn worksheet has carefully chosen questions

    • some have a gentle lead in or warm up
    • some are designed so the learner must switch between the variety of questions within the layer
    • and others are like practice exercises in text books (but within a tightly constrained level of difficulty) 

    Teachers are also encouraged to use other resources if they wish.

  3. Learners self assessment and teacher assessment of learners learning. 

    assessment: timely practice twist

    There are three types of assessment within / directly after most lessons

    1. learner self assessment. Teachers should expect learners to mark their practise-learn work. The learner can mark their work from the fold over/ cut off answers at the bottom of each practise-learn worksheet. Even if the work the teacher chooses to get the learners to practise has no answers, we still recommend the teacher doesn't assess work this work; instead the teacher should focus their outside of lesson time on the assessment processes described in b. and c. below. 
    2. informal teacher assessment of work learned during the lesson. The teacher will look for learners who should be taught harder or easier layers. The teacher will need to add the layers taught (last lesson) to the Progress on Topic (click, pause, click) after the lesson so the teacher
      • might feel confident they can remember these changes or
      • may wish to make a note of these on the copy of the Progress on Topic or the lesson pro forma 

        beware

        If the teacher forgets to add the layers taught to timely practice, then rather than the timely practice helping to embed the new learning ever more deeply over the following days and months, the learning of the lesson will be soon forgotten. 

    3. formal teacher assessment of work learned in a lesson occurs within the timely practice assignment in the following lesson. The timely practice app adds a question - on the work the teacher thought the learners learned last lesson - into the timely practice assignment for the next lesson.

      assessment not marking

      The teacher may sometimes, for some questions, informally assess the learner. This happens when the learner asks the teacher for help with questions in the learner timely practice assignment - the teacher should record h = small help or H = more help or model question answering skills on the paper assignment.

      The teacher will formally assess each learner's answer in the learner's timely practice assignment (See assess a timely practice assignment)

      • If the learner answer is correct, and done independently the teacher need do nothing in the app, merely tick the learner answer in the paper assignment (70 to 100% of answers are independent and accurate)
      • If the learner answer is not fully correct or the learner had help the learner will will click a button in the app and either write the word "oops" or draw a star on the learner's paper assignment.  Verbal feedback is usually given during the time learners are doing their timely practice assignment the following lesson (see the top of this page).

      The app uses the teacher assessment to better personalise future timely practice assignments and ensure the learners records in the Progress on Topic are up to date.

FYI no need to post assess at the end of a lesson

During our trialling of timely practice, we have found that post assess at the end of a lesson of what the learner was taught during the lesson, tells the teacher very little about the durability of the learning of the lesson i.e. whether learning happened as a result of the activities of the lesson. We encourage teachers not to use lesson time for an end of lesson assessment.

Whenever a timely practice assignment is completed (usually this is not at the end of the lesson), the timely practice app asks the learner a practice question on what was taught and seemed to have learned in the previous lesson(s). Sometimes

  • the learner is able to remember and independently and accurately apply the learning of the lesson the next lesson,
  • sometimes the teacher will need to give help or feedback to the learner,  
    • to help the learner accurately apply what they learned last lesson, 
    • to help the learner build a chunk/mental schema - to replace the scaffolding of the lesson.

Feedback may need to be given more than once. The need to give feedback is can be an indication that 

  • the learner will soon embed learning which otherwise would have been forgotten or
  • that the teacher taught too much or too hard within the lesson.

Only time, more timely practice and professional judgement will tell the teacher whether they should continue to give feedback or decide that the layer is best learned later - LESLEY update