Teaching · For Tutors

Multi-Session Learning Sequence Builder

Plan several sessions toward one goal: start from the final task, give most of the time to practice and use, and check part way.

Start a planWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Tutoring business kit, $69 for 97 items.

Plans

Each sequence keeps the goal, the final task and its sessions. Load the worked example to see six sessions on ratios.

Loading the sequence form. If nothing appears, turn on JavaScript.

What you get

Teaching · For Tutors$12 · included with Classroom and Whole-school licenses

What you finish with
A sequence with the goal, the prerequisite, how often sessions happen, the final task and what comes back each time; a list of sessions by phase that adds up against the total minutes and shows the practice and application share; six checks marked ready, not yet or not needed; and a printout of the whole sequence.
Who it is for
Tutors and teachers planning a unit of several sessions with one student or a small group, any subject, grades 1 to 12.
Format
Browser tool with a saved record per sequence. Prints a run sheet with clock times, the full sequence, every sequence in a table or a blank form; downloads a spreadsheet (.csv); exports and imports a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Tutoring business kit ($69) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The For Tutors space in Caveat Teaching.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Write the goal and the final task.
  2. Check the prerequisite.
  3. List the sessions with their phase.
  4. Mark the checks.
  5. Print the sequence for the family or teacher.

Start a plan

Sequences that hold the learning

A sequence that ends where the goal is1Start from the final taskWrite what the student will doin the last session to show2Check the prerequisiteThe first session confirmswhat the sequence builds on3Introduce, then practiceNew ideas early; most sessionsare practice and use4A check part wayOne session to check andreteach before the final task5Space the practiceEvery session brings backsomething from an earlier one6Finish with the final taskThe last session matches thegoal you wrote firstA sequence that ends where the goal is1Start from the final taskWrite what the student will do in thelast session to show the goal2Check the prerequisiteThe first session confirms what thesequence builds on3Introduce, then practiceNew ideas early; most sessions arepractice and use4A check part wayOne session to check and reteach beforethe final task5Space the practiceEvery session brings back something froman earlier one6Finish with the final taskThe last session matches the goal youwrote first
Planning backward from the final task keeps every session pointed at the same goal.

Backward from the goal

Planning from the final evidence of learning, then working back to the first session, keeps a unit from wandering. It also makes the check part way meaningful: it tests the pieces the final task needs.

Spacing across sessions

Practice spread over several sessions is remembered far longer than the same practice in one block. Bringing back a few earlier items at the start of every session is the simplest way to build that in.

Sources

  1. Wiggins, G., and McTighe, J. (2005). Understanding by Design (2nd ed.). ASCD.
  2. Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., and Pashler, H. (2008). Spacing effects in learning: a temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095-1102.
  3. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., and Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4-58.
  4. Rosenshine, B. (2012). Principles of instruction: research-based strategies that all teachers should know. American Educator, 36(1), 12-19.

The worked examples are made up. The 50 percent flag is a planning rule of thumb. Nothing you type is sent to Caveat. Support: team@caveatacademic.com.