By: Janine Breen, Brandy Brevi, Jennifer Rumore and Erica Walsh Guided Practice By: Janine Breen, Brandy Brevi, Jennifer Rumore and Erica Walsh

LOOK.

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? I am hoping for answers such as; Guide, help, assist, practice. I will explain that before this practice with the adult, the adult probably demonstrated bike riding and lectured on the topic as well.

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 Now that your minds are moving in the right direction, we will begin to discuss guided practice, a step in the direct instruction lesson plan that come immediately after presentation and modeling.

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. Can anyone remember what guided practice follows in the DI Lesson Plan Format?

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**

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. Guided Practice: “Practice that is guided by the teacher.” It falls after Teaching/Presentation, before Independent Practice. CFU: In GP, we’re not concerned with overall class understanding, but the rather _________ <an individual’s> understanding. (Respond Individually)

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. CFU: What is this beginning phase called as students start to work on assigned problems? __________ <Initial practice> (Respond individually) As a teacher, you must make sure your practice problems are aligned with _______ <objectives> (Respond chorally). If student’s solves all problems correctly, what happens? (Respond individually) Ask students to give a show of hands if they agree with that answer. (Respond with a signal).

“More Support” Scenario…. Guided Practice “More Support” Scenario…. Students are given problems to answer one at a time. Teacher checks student work more frequently. Either one problem at a time or several: depends on direction of lesson and knowledge of students.

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. CFU: And how are students dismissed once they demonstrate a skill successfully? One-by-one. (Respond chorally)

Examples of GP Activities…. 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.

Assesses students’ progress Guided Practice Why so important? Corrective Feedback During GP, the teacher: Assesses students’ progress Analyzes errors Addresses needs one-on-one CFU: How are students’ needs addressed? ________ <One on One> (Respond chorally) “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

Guided Practice Techniques…. Praise, Prompt and Leave. (Fred Jones) Drill & Practice. Decontextualize Learning.

But always return to check on student progress! 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! Leaving student to work alone shows you have confidence in them. Always come back to check what they have done and give them the next thing to do. CFU: The point of Praise, Prompt, Leave strategy is to provide what for students? ___________ (corrective feedback) (Respond Individually or Chorally)

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.html ) CFU: Do we ever introduce new concepts in Drill & Practice exercises? (respond individually) Ask class, by show of hands, if they agree with student’s answer.

Computer-Based Drill & Practice Systems 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. Movement away from paper-based Drill & Practice exercises. Again, best for reinforcing already-introduced skills, not introducing anything new. Just like all GP activities, key here is getting feedback on how to get the correct answer.

Decontextualize Learning 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 Bloom’s Taxonomy of Educational Objectives.” http://www.humboldt.edu/~tha1/hunter-eei.html

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! The purpose of Guided Practice is to make sure student is proficient enough to tackle activities in which stage of Direct Instruction? _____________________ <Independent Practice> (Respond Chorally)

Guided Practice Activity

Let’s 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 teacher’s guidance. teacher monitors learning and adjusts instruction accordingly.

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.

Can you name 3 techniques that can be used during Guided Practice? L __________ 2. D__________ & P__________ D___________ L ___________

Short and sweet…. What is the purpose of Guided Practice? is to guide __________ practice and to ___________ if needed.

Let’s wrap things up….

References Educational Psychology Interactive. (1999). Retrieved September 29, 2008 from http://chiron.valdosta.edu/whuitt/col/instruct/instevnt.html Goshen Community Schools. (2005.) Retrieved September 29, 2008 from http://www.goshenschools.org/staff/swilfong/documents/bppraiseprompt.pdf Tom Allen’s Net Place. (1998). The Canter and Jones Model. Retrieved September 29, 2008 from http://www.humboldt.edu/~tha1/canter.html Tom Allen’s Net Place. (1998). The Madeline Hunter Direct Instruction Model. Retrieved September 29, 2008 from http://www.humboldt.edu/~tha1/hunter-eei.html Saskatchewan Education (2005). Drill and Practice. Retrieved September 29, 2008 from http://www.saskschools.ca/curr_content/onlineteach/instructionalstrategies/directinstruction/drillpractice.htm Saskatoon Public Schools. (2004-2008). Instructional Strategies Online. Retrieved September 29, 2008 from http://olc.spsd.sk.ca/DE/PD/instr/strats/drill/index.html http://www.sagepub.com/upm-data/14255_Chapter4.pdf