Title: Guided Practice
1Guided Practice
- By Janine Breen, Brandy Brevi, Jennifer Rumore
and Erica Walsh
2LOOK.
3THINK.
- 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?
4PONDER.
- 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
5What 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.
6Why 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 -
7Guided Practice
- 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.
8Guided Practice
- 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.
9Guided Practice
- Students are given problems to answer one at a
time. - Teacher checks student work more frequently.
10Guided Practice
- 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.
11Guided 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.
12Guided Practice
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
13Guided Practice
- Praise, Prompt and Leave. (Fred Jones)
-
- Drill Practice.
- Decontextualize Learning.
14Guided Practice
- 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!
15Guided 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 )
16Guided 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.
17Guided Practice
- 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
18Guided 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!
19Guided Practice Activity
20- 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.
21- 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.
22- Can you name 3 techniques that can be used during
Guided Practice?
- 1. P__________ ,
- P__________ ,
- L __________
- 2. D__________ P__________
- D___________ L ___________
23- Short and sweet.
- What is the purpose of Guided Practice?
The purpose of __________________ is to guide
__________ practice and to ___________ if
needed.
24 25References
- 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