Preparation

1. Preparation Slide 1

2. Slide 2

3. Slide 3

4. Materials Included inStudent Practice Module • Pre-Reading (Optional for Presenters Only) • PowerPoint Presentation • Complete Handout Packet (27 pages) • Practice Profile (Separate Handout) • Fidelity Implementation Checklist (Separate Handout) • Pre/Post Test with Key (Separate Handout) • Short Video Clip: Spacing Improves Long-Term Retention by Robert Bjork (Obtain online on You-Tube) • Short Video Clip: The Benefits of Interleaving Practice by Robert Bjork (Obtain online on You-Tube) Slide 4

5. Student Practice(An Extension of Spaced vs. Massed Practice) Slide 5

6. Welcome, Introductions and Overview Slide 6

7. 1 Advance Organizer Slide 7

8. Session at a Glance • Section 1: Characteristics of the four different types of student practice • Section 2: When students should practice • Section 3: Amount of practice needed by students • Section 4: Three prerequisites to successful student practice • Section 5: Planning to ensure practice sessions benefit ALL students Slide 8

9. Objectives As a result of training, participants will… • gain a deeper understanding of student practice and the various types of practice sessions, • learn when students should practice and the amount of practice needed, • learn the prerequisites for successful student practice, • make an effective practice plan for students to ensure they benefit. Slide 9

10. Intended Outcomes • Teachers will utilize information gained as a result of training to design highly effective practice sessions for ALL students. • ALL students will benefit from practice sessions designed by teachers. Slide 10

11. Essential Questions • Section 1: Which type of practice do you feel would work best for ALL students? Explain your reasoning. • Section 2: Under what circumstances should practice occur? Explain. • Section 3: Why is it important for a teacher to know when enough practice has occurred? • Section 4: Why are prerequisites to practice important? • Section 5: What constitutes an effective practice plan for students? Slide 11

12. Meeting Norms • Be Respectful- Be an active listener Use notes for side bar • Be Responsible- Be on time for sessions and after breaks Silence cell phones—reply appropriately • Be a Problem Solver- Ask questions as needed to clarify concepts or directions Slide 12

13. Missouri Learning Standards for Students The module Student Practice addresses any learning standard for students that requires them to practice content knowledge to the point of moving it into long-term memory OR to practice skills/processes to the point of becoming fluent. Missouri Teacher Standards Standard 1: Content knowledge aligned with appropriate instruction. 1.2: Student engagement in subject matter Standard 2: Student Learning, Growth and Development 2.3: Theory of learning Standard 6: Effective Communication 6.4: Technology and media communication tools Slide 13

14. Section 1:What are deliberate, dynamic, spaced and interleaving practice ? Slide 14

15. What is practice? • prac·tice (praktəs) verb • perform (an activity) or exercise (a skill) repeatedly or regularly in order to acquire, improve or maintain one's proficiency. • synonyms: rehearse, run through, go over/through, work on/at; Slide 15

16. People practice to… • move information into memory, • move skills or processes towards fluency or automaticity. -Jana Scott, 2014 Slide 16

17. What can be practiced? • “We can practice all types of things such as: memorizing facts and information, becoming fluent at defining concepts, becoming fluent at using evidence to support generalizations, working math problems, using the four-step problem solving process to solve non-routine real-world problems, reading maps, drawing maps, recalling math facts, etc.” (Scott, 2014) Slide 17

18. Prediction Activity What factors increase the likelihood of students being able to benefit from practice sessions? Slide 18

19. 2 Necessary Components for Practice to be Successful • Classroom environment • Personal connection • Adequate knowledge/skill base • Adequate conceptual understanding • Spacing of practice sessions • Varied contexts/decontextualization • Novelty and challenge of practice sessions Slide 19

20. 3 Four Kinds of Practice Slide 20

21. Deliberate Practice Slide 21

22. Effect of Practice Expert-level performance is primarily the result of expert-level practice known as deliberate practice. Slide 22

23. Effect of Spaced/Deliberate Practice 2 meta-analyses, 63 studies, Rank 13th Slide 23 Hattie, J. (2009). Visible Learning. New York: Routledge Hattie, J. (2012). Visible Learning for Teachers. New York: Routledge

24. What is deliberate practice? Deliberate practice is defined as “increasing the rate of correct academic responses to practice opportunities until minimal levels of mastery (defined by success criteria) are met.” -Walker, Hart and Carta, 1994 Slide 24

25. Deliberate Practice • For practice to be deliberate, a student must… • have a clear understanding of the goal and success criteria, • know weaknesses or underdeveloped areas, and • address the deficiencies in small sequential steps. Slide 25

26. Deliberate Practice Hattie, states in his book Visible Learning (2009) “Deliberate practice can involve specific skills and complex performances, and the attainment of success criteria can be motivating and certainly lead to longer retention of sometimes over-learned surface and deep-knowing.” -Peladeau, Fortget, and Gagne, 2003 Slide 26

27. Samples of Deliberate Practice Slide 27

28. 4 Deliberate Practice Slide 28

29. 5 Example of Deliberate Practice Slide 29

30. 6 Example of Deliberate Practice Slide 30

31. 7 Example of Deliberate Practice Slide 31

32. 8 Example of Deliberate Practice Slide 32

33. Dynamic Practice Slide 33

34. Dynamic practice may be defined as practice that…. • uses different learning experiences to increase understanding of the concept(s) being learned. • offers some degree of challenge, and/or • involves novel or unusual activities that are all based on the same concept. • By promoting conceptual understanding, dynamic practice enhances transfer of learning. Source: Ben-Hur, ASCD, 2006. Slide 34

35. Dynamic Practice Uses Varied Contexts • Dynamic practice involves structuring practice activities that are varied in nature to help students obtain an in-depth understanding of the concept being addressed in learning. • Can you think of ways to vary your practice activities so students gain a deeper conceptual understanding of what they are learning? Source: Ben-Hur, ASCD, 2006. Slide 35

36. Examples… Using Varied Contexts for Practice • An ELA teacher uses digital and print resources and various forms of fictional genre to practice “determining the main idea.” • A science teacher uses videos, demonstrations, and hands-on experiments to have students practice learning and applying the steps in the scientific process. Slide 36

37. Examples… Using Varied Contexts for Practice • A social studies teacher uses editorials, political cartoons and primary source documents to have students do an investigation related to the advantages the “South” had over the “North” at the start of the Civil War. • A fine arts teacher switches the context of practice by putting the students in the place of being evaluators. Students evaluate mock student responses to determine whether or not the responses meet specified criteria, then offer specific descriptive feedback. Slide 37

38. Dynamic Practice is Challenging • Avoid practice tasks that are laborious. • Practice tasks should offer optimal challenge. • Match the level of task difficulty with the students’ improving abilities. Source: Ben-Hur, ASCD, 2006. Slide 38

39. Dynamic Practice is Novel • Prepare or search for practice tasks that are novel but built on prior knowledge and existing cognitive abilities. • Time on each task must be relative to students’ progress. • Emphasis on student explanations and the development of sustainable meaning. Source: Ben-Hur, ASCD, 2006. Slide 39

40. Novelty in Practice Example Slide 40

41. Novelty in Practice Example Slide 41

42. Novelty in Practice Example Slide 42

43. Spaced Practice Slide 43

44. Spaced vs. Massed Practice Having lengthy practice sessions within a very short span of time (sometimes referred to as “cramming”) is often called “massed practice.” Having practice sessions spaced out over a longer span of time without too much lapse in-between sessions is often called “spaced practice”. Slide 44

45. Spaced Practice • Research shows deliberate practice is more effective when spaced (or extended) over a time span with not too much lapse in time between practice sessions. (Hattie, 2009, 185) Slide 45

46. When and How Much Practice • “Students often needed three or four exposures to the learning… usually over several days…before there is a reasonable probability they will learn.” (From Visible Learning, 2009, credited to Nuthall, 2005) • “The effectiveness of length of spacing between practice sessions was related to complexity, and challenge of tasks • for practice of simple tasks relatively brief rest periods are required between practice sessions • for practice of complex or challenging tasks longer rest periods are needed between practice sessions (at least 24 hours or more)” (Hattie, 2009, 186) Slide 46

47. 9 Video Clip Focus Questions • How does spaced practice impact learning? • How does massed practice impact learning? • Which type of practice works best to learn times tables? Why? • Which type of practice works best to perform well on a history test? Why? • Did the video clip describe how to practice a process? Explain. Slide 47

48. Video Clip You-Tube Video Clip “Spacing Improves Long-Term Retention” by Robert Bjork robertbjork - spacing improves long-term retention_640x480_MP4.mp4 Slide 48

49. 9 Video Clip Focus Questions • How does spaced practice impact learning? • How does massed practice impact learning? • Which type of practice works best to learn times tables? Why? • Which type of practice works best to perform well on a history test? Why? • Did the video clip explain how to practice a process? Explain. Slide 49

50. Interleaving Practice Slide 50