Guided Practice

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Guided Practice

• By Janine Breen, Brandy Brevi, Jennifer Rumore
  and Erica Walsh

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LOOK.
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THINK.

• What words came to mind when you were looking at
  the pictures in the previous slide?
• In the bike riding pictures, what do you think
  the adult did before the child got on the bike?

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PONDER.

• An ounce of practice is worth more than tons of
  preaching. Mahatma
  Gandhi
• Practice is the means of inviting the perfection
  desired. Martha
  Graham
• Use your gifts faithfully, and they shall be
  enlarged practice what you know, and you shall
  attain to higher knowledge. Matthew Arnold

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What You Will Learn

• What is Guided Practice?
• How it works.
• What is Re-Teaching?
• Some examples of GP.
• The importance of GP.
• Some GP strategies.

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Why is Guided Practice Important to Me?

• As a teacher you should be committed to teaching
  students how to work independently.
• Guided Practice provides sufficient practice
  of all content that students will be asked to do
  independently

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Guided Practice

• What It Is.

• Very active, important stage of Direct
  Instruction lesson.
• 1st time teacher assesses individual student
  understanding.
• Students practice under close teacher
  supervision.
• One-on-One remediation is provided.
• Re-teaching (to individual or small groups) as
  needed.

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Guided Practice

• How it Works.

• In Initial Practice, students are given a few
  problems to answer that are
• Aligned with objectives.
• Structured like those in Independent Practice.
• Teacher circulates around classroom.
• Students alert teacher when they are done.
• Teacher reviews work.
• If correct, dismiss students one by one.
• If incorrect, re-teach the skill.

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Guided Practice

• More Support Scenario.

• Students are given problems to answer one at a
  time.
• Teacher checks student work more frequently.

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Guided Practice

• Re-Teaching.

• Revisit content presentation and modeling part
  of lesson.
• Provide time for student think-alouds.
• Recheck their understanding.
• Give additional practice.
• Dismiss students 1-by-1 as they demonstrate
  knowledge/skill successfully.
• Re-teach another way if necessary consider
  peer tutoring.

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Guided Practice

• Examples of GP Activities.

• Student reads a paragraph aloud in a reading
  group.
• Student solves a few Math problems.
• Student completes an exercise on the board while
  other students do the same exercise in their
  seats.

In all cases, teacher closely monitors student
work.
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Guided Practice

• Why so important?

Corrective Feedback
During GP, the teacher
Assesses students progress
Analyzes errors
Addresses needs one-on-one
It is always more difficult to re-teach skills
that have been practiced incorrectly than to
provide careful practice the first time around.
http//www.sagepub.com/upm-data/14255_Chapter4.pdf
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Guided Practice

• Techniques.

• Praise, Prompt and Leave. (Fred Jones)
• Drill Practice.
• Decontextualize Learning.

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Guided Practice

• PRAISE, PROMPT, LEAVE

• Teacher moves quickly from student to student and
  gives clear, corrective feedback in the shortest
  amount of time possible.
• Praise Tell student what he/she has done
  correctly.
• Prompt Tell student what he/she should do
  next.
• Leave Leave student to work on the problem
  alone.
• But always return to check on student progress!

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Guided Practice

• Drill Practice

• Promotes acquisition of knowledge or skill
  through repetitive practice.
• Skills become foundation for more meaningful
  learning.
• Benefits beginning learners students with
  learning problems.
• Helps learners master materials at their own
  pace.

The structured, repetitive review of previously
learned concepts to a predetermined level of
mastery. (Saskatchewan Education
http//www.sasked.gov.sk.ca/docs/wellness/direct.h
tml )
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Guided Practice

• Computer-Based Drill Practice Systems

• Good software
• Provides feedback explains how to get the
  correct answer.
• Offers various levels of difficulty.
• Contains a management system to keep track of
  progress.
• Reinforces specific skills in a certain subject
  area.
• Has gaming scenarios colorful, animated
  graphics.

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Guided Practice

• Decontextualize Learning

• Transfer of knowledge/skills to real life .
• Must provide varied and spaced practice.

It is important that we present and re-represent
the material to be learned in as many
ways/contexts as we can.and at the higher levels
of Blooms Taxonomy of Educational Objectives.
http//www.humboldt.edu/tha1/hunter-eei.html
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Guided Practice

• At the end of Guided Practice.

• Students develop adequate proficiency.
• For new concepts and skills, they have made
  correct responses at least 80 the time in GP.
• What comes next?
• Students proficiency is confirmed during
  closure.
• They are ready to tackle tasks independently!

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Guided Practice Activity
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• Lets check and see what you remembered

• What is Guided Practice?
• (Take a few minutes to talk with
• your neighbor and you will report
• back to the class.)
• Guided Practice is the part of a Direct
  Instruction lesson that follows Development.
• students develop proficiency through practice
  under the teachers guidance.
• teacher monitors learning and adjusts
  instruction accordingly.

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• Why is Guided Practice so important?
• __________ Feedback!

• During Guided Practice the teacher
• Assesses students __________. (what?)
• Analyzes __________. (what?)
• Addresses needs __________. (how?)
• All the while, questioning and
• checking for understanding.

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• Can you name 3 techniques that can be used during
  Guided Practice?

• 1. P__________ ,
• P__________ ,
• L __________
• 2. D__________ P__________
• D___________ L ___________

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• Short and sweet.
• What is the purpose of Guided Practice?

The purpose of __________________ is to guide
__________ practice and to ___________ if
needed.
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• Lets wrap things up.

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References

• Educational Psychology Interactive. (1999).
  Retrieved September 29, 2008 from
• http//chiron.valdosta.edu/whuitt/col/instruct/ins
  tevnt.html
• Goshen Community Schools. (2005.) Retrieved
  September 29, 2008 from
• http//www.goshenschools.org/staff/swilfong/docume
  nts/bppraiseprompt.pdf
• Tom Allens Net Place. (1998). The Canter and
  Jones Model. Retrieved September 29, 2008 from
• http//www.humboldt.edu/tha1/canter.html
• Tom Allens Net Place. (1998). The Madeline
  Hunter Direct Instruction Model. Retrieved
  September 29, 2008 from http//www.humboldt.edu/t
  ha1/hunter-eei.html
• Saskatchewan Education (2005). Drill and
  Practice. Retrieved September 29, 2008 from
  http//www.saskschools.ca/curr_content/onlineteach
  /instructionalstrategies/directinstruction/drillpr
  actice.htm
• Saskatoon Public Schools. (2004-2008).
  Instructional Strategies Online. Retrieved
  September 29, 2008 from http//olc.spsd.sk.ca/DE/P
  D/instr/strats/drill/index.html
• http//www.sagepub.com/upm-data/14255_Chapter4.pdf