How much time would you give to a Risp?
For a 90 minute lesson, maybe 30 minutes of risp,
a 30 minutes of theory, and 30 minutes of consolidation.
But of course, every lesson is different.
Some teachers might say, "I would love to put risps into my lessons,
but I just don't have the time."
My response would be that a carefully-prepared risp could save you time,
because it will hopefully mean your students will understand things quicker,
which means less time spent on consolidation and revision.
The following diagram might help:
This brings together a number of constructs from the literature.
'Scaffolding' (Bruner, Wood and Ross, 1976) - the act of being there as a student
engages with a problem,
and then allowing the student to build a structure for themselves with support,
and then fading into the background once the structure is in place.
'See-experience-master' (Floyd et al., 1981) - initial seeing by the student tends to be superficial,
growing to a more engaged experience before moving to a mastery
where the details become of less importance.
'Manipulating-Getting-a-sense of-Articulating' (Mason, Johnston-Wilder, 2004) -
when beginning a task there will be a manipulation of objects, that could be physical, symbolic or mental.
As the investigation of the task continues, a student finds
that underlying patterns and relationships are beginning to come into focus.
When they truly own the task, they will be able to articulate what they have assimilated.