Plan teaching using Progress on Topic (teaching on firm foundations)

This is where assessment for learning or the tracking what each learners "knows already" and how deeply they know it pays off.

Step-by-step guide

  1. Go to go to the class home page and choose Progress on Topic and choose the topic to be taught.
  2. Sort the Progress on Topic in the most helpful way possible. Plan what is the best next step for each learner to learn and how to teach this. With the second round of teaching using timely practice, which we call teaching on firm learning foundations, the Progress on Topic should show the depth of learning of each learner. Here are some hints on which layers to teach to which learners.

    which strands to teach

    Decide what to teach to whom e.g.

    • learner has mastered layers 1, 2, 3, 4 and 6 (layers that are mastered are coloured in dark blue) - teacher will teach the learner layer 5
    • learner has mastered layers 1 and 2 - teacher will teach the learner layer 3

      deciding whether to teach a "gap"

      Although the way that topics have been split into layers has been done very carefully, and mastery learning requires that the teacher holds back from teaching new work until the pre requisites have been mastered, preceding stands are not necessarily pre requisites.

      • It may be that layer 1 will be too easy if the learner has been able to master layers 2 and 3 e.g. number x 10 etc
      • It may be that layer 1 is unimportant if the learner has been able to master layers 2 and 3 e.g. factor
      • it may be that layer 1 is vital even if the learner has been able to master layers 2 and 3 more index
    • learner has mastered layers 1 and 3 - teacher will probably teach the learner layer 2 (see box below)

      deciding whether to teach a "gap"

      Although the way that topics have been split into layers has been done very carefully, and mastery learning requires that the teacher holds back from teaching new work until the pre requisites have been mastered, preceding stands are not necessarily pre requisites. 

      • It may be that layer 2 will be too easy if the learner has been able to master layers 1 and 3 e.g. fraction of
      • It may be that layer 2 is unimportant if the learner has been able to master layers 1 and 3 e.g. algebra graph
      • It may be that layer 2 is vital even if the learner has been able to master layers 1 and 3 e.g. percent of
      • It may be that layer 2 can wait so the learner can learn layer 4 with her peers and return to it later e.g. 2D

    Some topics are a smooth gradual ascent to a series of goals e.g. decimal fraction while others have a number of goals dotted about e.g.  estimate and significant figures

  3. Many teachers find that printing out the Progress on Topic page helps with their planning and resourcing of lessons. 

    Deciding whether to review Progress on Topic after the lesson

    Normally once the teacher is teaching on firm learning foundations the teacher can decide who to teach what to in the planning stage - but nonetheless it is still best to add layers taught (last lesson) to the Progress on Topic - as only after the lesson, will the teacher know which learners learned which layers, who was absent etc.

  4. Plan a second extension topic (if appropriate see the info box below)
  5. Gather teaching and learning resources, download and print if necessary the following:-
    • timely practice assignments
    • practise-learn resources (if applicable)
  6. Please do use other teaching and learning resources. timely practice focuses on questions for learners to practise (although we have some mp4 videos and some other teach-learn resources found by clicking the blue topic name on the learning resources page) Example questions for teachers to use are always found in the topicNameSample documents, near the top of the topic page. We hope to have time to create individual layer teach-learn documents during 2018-19  with questions helpful for teachers to teach with. 
  7. After the lesson ...  timely practice won't know what the teacher has "taught" to each learner unless told, so make sure you add layers taught (last lesson) to the Progress on Topic.


Remember timely practice won't know what was taught in a lesson unless it is told ...

 If timely practice doesn't know what was taught, then the learners won't get practice - see add layers taught (last lesson) to the Progress on Topic.


Class has finished "finding and firming learning foundations" the teacher is now "teaching on firm learning foundations"

Once the teacher has taught every appropriate topic once, the teacher will return to teach a topic for the second time (we call this teaching on firm learning foundations). The teacher will be able to see what learners don't know and also what they do know and to what depth each learner can accurately apply their knowledge to questions. The teacher will also have an idea of the learning capacity of each learner, many learners can learn 2 layers in an hour lesson and do their timely practice assignment, some learners are best taught only one layer. We recommend that after learning foundations are firm, it is better for the learner to learn the two layers from different topics (because then each new "bite" of learning will be on firm foundations).

why?

If some of the class are able to learn faster than others, it makes life easier for the teacher to teach one topic to all learners and a second different topic to the faster learning learners because 

a) it makes topics teaching the topic which the whole class has begun to learn easier to teach, as then class will remain "less spread out" in what they know and the learners are more likely to help each other

b) it makes starting new (slightly harder topics) easier as 

  • there will be less learners to teach the "something new" to and so easier to target explanations.
  • the harder teaching will (probably) be able to be scheduled when the rest of the class have something "to get on with" which they "can get on with" e.g.
    • when the rest of the class is doing their timely practice assignment
    • when the rest of the class are "getting on" with their practise-learn questions (i.e. not at the transition from teach-learn to practise-learn)
  • learners will find it less stressful if they can't "get" an extension topic, the teacher can return to the extension topic over 2 or more days e.g. expand, Pythagoras etc
  • when the rest of the class begins to learn the slightly harder topic, there are a number of confident experts in the room (the learners who began the topic earlier)


Schemes of learning which pair topics are helpful.