Can You Deliver? Part II

1. Can You Deliver? Part II Mitzi Hoback and Suzanne Whisler January 10, 2013

2. Explicit Instruction: Chapter 8Providing Appropriate Independent Practice http://explicitinstruction.org/

3. Today’s Outcomes • Explain the importance and purposes of practice • Describe the features and uses of initial, distributed, and cumulative practice • Describe the considerations for designing, presenting, and evaluating independent work

4. Providing Appropriate Independent Practice “It is virtually impossible to become proficient at a mental task without extended practice.” ~Willingham, 2009 “Development of basic knowledge and skill to the necessary levels of automatic and errorless performance requires a great deal of drill and practice…” ~Brophy, 1986

5. Use it or lose it!

6. How do you get to Carnegie Hall? Practice, practice, practice!

7. Independent Practice It is not: Drill and Kill It is: Drill and Skill It is perhaps: Drill and Thrill

8. Purpose and Benefits of Practice • Reinforces the basic skills needed to learn more advanced skills (proficiency, fluency, automaticity) • Protects against forgetting (retention, maintenance) • Improves transfer (generalization)

9. What kinds of practice opportunities do you provide for your students?

10. 3 Types of Practice • Initial Practice • Distributed Practice • Cumulative Practice/Review

11. Initial Practice • Occurs under watchful eye of the teacher • Provide numerous practice opportunities within the teacher-directed lesson to build accuracy • Provide immediate feedback after each item.

12. Distributed Practice • Studying or practicing a skill in short sessions overtime • Distributing practice over time (versus massing practice in one session) aids retention

13. Cumulative Practice • Adding related skills to skills previously taught. • The skills are practiced together. #1 skill to mastery #2 skill to mastery Practice #1 and #2 Practice #1, #2, and #3 Practice #1, #2, #3, and #4

14. What have you heard so far that makes sense?

15. Planning Initial, Distributed and Cumulative Practice Practice plans are needed if maintenance is to occur.

16. Selecting What to Practice • What will be practiced? • Was the skill taught during group instruction? • Can students perform it independently? • What is the purpose of the assignment? (e.g., increasing accuracy, increasing fluency, maintaining the skills)

17. Designing, Selecting, or Adapting Assignments Match the task (the way students practice the skill) to the skill (what has been taught)

18. Match Task to Skill Which spelling practice activity has the highest probability of increasing students’ spelling proficiency? • Alphabetize the words. • Complete a word search of the spelling words. • Solve a crossword puzzle with the words. • Study the words, using Read-Cover-Write-Check.

19. Designing, Selecting, or Adapting Assignments • Control for other skill demands John participated in an Arbor Day activity in which students in his fifth-grade class planted trees in a neighborhood park. John planted one third of all the Serbian spruce saplings planted by his class. His class planted a total of 36 saplings. How many saplings did John plant? John’s class planted 36 trees in the park. John planted one-third of them. How many trees did John plant.

21. Other Considerations. . . • Provide clear, concise directions • Provide prompts or worked examples when necessary • Consider time to complete the task/assignment

22. Designing, Selecting, or Adapting Assignments • Match the task to the _________________ • Control for other __________ demands • Provide clear, concise ________________. • Provide prompts or ____________ examples when necessary • Consider __________________to complete the task/assignment

23. Use Various Practice Formats • Paper-pencil • Infusing distributed practice within group instruction (Example :group vocabulary practice) • Partner or team activities • Peer Assisted Learning Strategies (PALS) • Class wide Peer Tutoring (CWPT) • Team Assisted Individualization (TAI) • Teacher designed partner practice

24. Effective Peer/Group Practice Programs • Teachers explicitly taught new content before practiced in dyads/groups • Teachers taught and assigned student responsibilities and roles. • Used consistently – part of the classroom culture • Careful matching procedures for partners/teams • Close teacher monitoring • Student accountability

25. Introducing the Assignment • Clarify - Read directions with students- Have students highlight key words- Model completion of an item • Verify- Have students explain directions to partner- Ask questions to verify understanding- Monitor completion of activity

26. Evaluating Independent Work How will the assignment be evaluated and feedback provided? • Establish a performance criterion • Participation or completion • Accuracy • Fluency • Specific Criteria (Rubrics)

27. Providing feedback • Self-corrections against a key • Self-corrections during instructional group • Self-evaluation against a rubric • Peer evaluation against a rubric • Teacher corrections/written feedback • Teacher feedback to group • Teacher feedback to individuals

28. Establish Routines Related to Independent Practice • Determining what to do • Obtaining assistance • What to do when completed

29. Practice makes permanent!

30. Good teachers know how to bring out the best in students.~Charles Kuralt

31. Webinar Information • February 19, 2013 – Does Vocabulary Instruction Make a Difference? • ESU 4 Instructional Strategies Wiki • http://bit.ly/xjjYKH • Explicit Instruction Webinar