Why you see "Need support in focus on training"

Need support in focus on training is a complex set of problems that include issues with time management and learning behaviour of a learner.

In the corresponding block you can see 4 types of problems:

1. Short sessions

2. Low learning time

3. Learning behaviour: too many wrong challenges

4. Learning behaviour: low activity

1. Short session

Any session that lasts less than 5 minutes of learning time. The day, on which at least 3 short sessions occur, is marked red on the Learning board. 

Reason for concern: Many very short learning sessions of less than 5 minutes are considered problematic as a student can't focus on the session and can probably do just a couple of challenges without making proper progress. Learning times between 5 and 10 minutes are not ideal, but are a good basis for further development. An effective learning session should be between 10 and 20 minutes, depending on the school year.

Possible hypotheses related to continual short sessions:

• The learner finds it difficult to fit sessions into their daily routine

• The learner gets too many interruptions because they might be distracted

How to help a learner:

• Try to find out the reason the student has short sessions.

• When the student practices during the class, try to observe the student’s behaviour. Do they get distracted while practicing?

• If you use Calcularis during the class, make sure the student has an interrupted 15-20 minute session.

• Ask the student if they see any difference between a short and a longer session.

• If short sessions happen at home, you can also ask parents to supervise the child.

2. Low learning time

Low learning time - at least 5 minutes learning time per session and lower than 60% of the logged in time on that day. A day on which a session with low learning time occurs is marked red on the Learning board.

Reason for concern: A learner is logged in, but doesn’t train. Are there any external factors that prevent them from studying? The program itself makes it impossible for the learner to be distracted. It allocates only 2 min per day for the app shop visit and watching progress - learning time should be above 60% of the logged in time.

Possible hypotheses related to Low learning time:

• The learner has a problem with concentration/ attention

• The learner is distracted with external factors

How to help a learner:

1. When the student practices during the class, try to observe the student’s behaviour. Do they get distracted while practicing?

2. If you use Calcularis during the class, make sure the student has an interrupted 15-20 minute session, fully concentrated on Calcularis tasks.

3. Ask the student if they see any effect of a session with full focus on learning.

4. If the student demonstrates low learning time while practising at home, you can ask parents to supervise the child.

3. Learning behaviour: low activity

Activity measure a number of challenges per minute. By challenge we mean a task that a student needs to finish with an ok/ submit button or pressing the enter key.

You receive a warning if activity or a number of challenges per minute falls below of 60% of the average of challenges per minute in observation window. An observation window is a period of 10 learning days (not sessions) of more than 5 min learning time. When a new number range starts, we empty the observation window.

Possible hypotheses related to low activity:

• The learner misunderstands the concept of a new area and topic, finds it hard to train within a new number range

• The learner is distracted with external factors and it takes them more time to give an answer

How to help a learner:

• When the student practices during the class, try to observe the student’s behaviour. Do they get distracted while practicing?

• In the training history you can study more specifically the types of tasks, in which the learner manifested low activity.

• If the student has difficulties with them, try to use other supplementary resources to help the student understand the concept of the task

• If a student seems to understand the concept, you can ask them to practise this type of task in Free Training of Calcularis. Supervise them while they practise.

• See how the activity of the student evolves as the student moves on in the Guided training of Calcularis.

4. Learning behaviour: too many wrong challenges

We count the number of wrong challenges in comparison to a total number of challenges per minute. By challenge we mean a task that a student needs to finish with an ok/ submit button or pressing the enter key. We show a warning when the ration wrong / total falls below 60 % of the average of that ration in the observation window.

An observation window is a period of 10 learning days (not sessions) of more than 5 min learning time. When a new number range starts, we empty the observation window.

Possible hypotheses related to having too many wrong challenges:

• The learner misunderstands the concept of a new area and topic, finds it hard to train within a new number range

• The learner is distracted with external factors which results in giving wrong answers.

How to help a learner:

• When the student practices during the class, try to observe the student’s behaviour. Do they get distracted while practicing?

• In the training history you can study more specifically the types of tasks, in which the learner manifested too many wrong answers.

• You can try using other supplementary resources to help the student understand the concept of the tasks in which the student gave too many wrong answers.

• If a student seems to understand the concept, you can ask them to practise this type of task in Free Training of Calcularis. Supervise them while they practise.

• See how the student’s progress evolves as they move on in the Guided training of Calcularis.

• If the student demonstrates too many wrong challenges while practising at home, you can ask parents to supervise the child.