Plan a revision clinic from specific error patterns
A revision clinic targets specific errors with teaching, practice and a fresh check. This worked plan uses fictional ratio and measurement responses to show how to group tasks, choose support and evaluate the next attempt.
This clinic uses four fictional response profiles from a short ratio-and-measurement check. It supplies the tasks, temporary grouping, two rounds, return checks and an evaluation. It is a whole teach–practise–recheck session; an item frequency table alone would not complete the job.
Inspect the starting work and verify the answers
| Prompt and key | Fictional response | Initial question to ask |
|---|---|---|
| P1: share 24 in 1:3. Four parts of 6; shares 6 and 18. | A: 8 and 16, because the second is double. B: 6 and 18 with both checks. | For A: where do the 1 and 3 appear? |
| P2: simplify 8:12. Answer 2:3, divide both by 4. | A: 2:12, divided only the first term. B: 2:3 with explanation. | Ask A what would keep the relationship unchanged. |
| P3: area of 2 m by 30 cm in m². Answer 2×0.3=0.6 m². | C: 60 m² from 2×30. D: 0.6 m² after writing 30 cm=0.3 m. | For C: name the unit of each factor. |
| P4: perimeter of 7 cm by 3 cm rectangle. Answer 20 cm. | C: 21 cm², multiplied sides. D: 7+3+7+3=20 cm. | For C: point to the boundary the question requests. |
A’s follow-up confirms changing only one ratio term and choosing a double share by habit. C traces the whole boundary when asked but used the area rule automatically; the mixed units in P3 remain visible. B and D have sound methods on their own two items, not proof about every target. There is no evidence to assign a learner permanently to a group.
Completed 45-minute revision clinic plan
| Time | Temporary arrangement | Evidence |
|---|---|---|
| 0–5 | Everyone attempts a one-minute check of the other topic; teacher checks access and grouping. | If B struggles with units, B joins the measurement table. D can try the ratio table before extension. |
| 5–17 | Round 1: A at ratio support; C at measurement support; secure responders use extension tasks. Teacher gives each support table a brief demonstration and observes their first task. | Record help given; task cards below let the other table continue while the teacher moves. |
| 17–20 | Pause and compare one useful check from each topic. | A check must test the intended relation, not merely repeat arithmetic. |
| 20–32 | Round 2: each learner tries the other topic independently first; use support only if the attempt requires it. | No compulsory rotation into reteaching already evidenced as unnecessary. Every learner encounters both topics. |
| 32–40 | Common independent return ticket. | Models and worked answers concealed. |
| 40–45 | Feedback, retained open targets, and a later retest booking. | Do not claim an unattempted later check is complete. |
Task cards with worked models and fresh practice
Ratio support card: Model share 20 in 2:3. Draw five equal parts; each is 4; shares 8 and 12. Check 8+12=20 and 8:12=2:3. Fresh R1: share 35 in 2:5; simplify the resulting ratio. Answer: seven parts of 5, shares 10 and 25; 10+25=35 and 10:25=2:5. R2: explain why 14:21 can simplify to 2:3 but 2:21 cannot. Divide both terms by 7; changing only one term fails.
Measurement support card: Model rectangle 1 m by 40 cm. Convert 40 cm=0.4 m, area 0.4 m²; perimeter 1+0.4+1+0.4=2.8 m. Point to surface versus boundary in a drawing. Fresh M1: 1.5 m by 20 cm, give both area and perimeter. Answer: width 0.2 m; area 0.3 m²; perimeter 3.4 m. The square unit belongs to area, not perimeter.
Extension card: Make two different rectangles of perimeter 20 cm and compare their areas. One pair is 6 cm by 4 cm, area 24 cm², and 7 cm by 3 cm, area 21 cm². Both perimeters are 20 cm. Explain why an unchanged perimeter need not give unchanged area. Then create a ratio-sharing total for 2:5 with whole-number shares: any positive multiple of seven works, for example 42 gives 12 and 30.
Revision clinic return ticket and evaluation
Independent ticket: T1 share 40 in 3:5 and give both checks. T2 rectangle 2 m by 25 cm: find area in m² and perimeter in m. T3 explain why 9:12 simplifies to 3:4. Answers: T1 eight parts of 5, shares 15 and 25, sum 40, ratio 3:5. T2 25 cm=0.25 m; area 0.5 m²; perimeter 4.5 m. T3 divide both terms by 3.
| Case | Invented return evidence | Evaluation and next action |
|---|---|---|
| A | T1 correct with both checks; T3 correctly divides both terms; T2 area 50 m². | Ratio tasks now independently explained. Mixed-unit area remains open; use M1 before another fresh check. |
| C | T2 correctly 0.5 m² and 4.5 m; T1 correct shares but no ratio check. | Measurement work is independently evidenced on this ticket. Ask for ratio evidence; missing requested work is not proof of wrong shares. |
| B and D | All three tickets include correct methods independently. | Schedule a mixed revisit rather than assign more supported copies immediately. |
Later check booked for the next available session in this model: share 36 in 1:2 (12 and 24); area/perimeter of 1.2 m by 50 cm (0.6 m² and 3.4 m). Status: planned, no later result supplied. Keep the initial errors, support and independent work so a reviewer can see what changed.
Teacher planning practice
Only 30 minutes become available. A colleague removes the return ticket and reports that finishing both cards proves the clinic worked. Propose a defensible adjustment.
Worked answer and review
Keep a short independent return ticket. For example: 4 minutes starting check, 9 targeted work, 3 comparison, 7 independent cross-topic task, 5 return ticket and 2 review = 30. Reduce repeated supported items and move extension to a later slot. State which practice was omitted. Completion with help cannot establish the fresh independent outcome.
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