Picture activity Turn off the picture and have the Teachers write all the things they noticed.

Making a Difference for All Students Quality Instruction Making a Difference for All Students

Instruction ★ Provide systematic instruction on critical content. Lessons: Are organized and focused Begin with a statement of goals (Learning Intentions) Provide interactive review of necessary preskills, recently taught strategies, content, or knowledge. (Interactive Review with Retrieval Practice) This is an intro to Explicit Instruction

Instruction ★ Provide systematic instruction on critical content. 4. Provide step-by-step demonstrations Provide guided and supported practice Use clear and concise language

Instruction What we teach: Facts and information ★Provide systematic instruction on critical content. What we teach: Facts and information Skills and Strategies (How to do it) Vocabulary and Concepts (What it is)

Guided Practice We do it. Check Understanding You do it. Instruction Explicit Instruction of Skills/Strategies Demonstration I do it. Guided Practice We do it. Check Understanding You do it.

Practice Practice Our purpose

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 “Use it or lose it.” Unknown

Practice 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)

Distributed practice (Spaced practice) Varied Practice Mixed Practice How can we optimize practice? Deliberate practice Retrieval practice Distributed practice (Spaced practice) Varied Practice Mixed Practice

Deliberate Practice Deliberate practice is goal-oriented practice consciously devoted to improvement of a skill.

Deliberate Practice Deliberate Practice Time devoted to learning activities Where a skill is being developed Under the conditions of -guidance -specific target goals -corrective feedback -objective assessment and -conscious mental focus

Deliberate Practice Why is A an example of deliberate practice and B is not? As you write your paragraph, stop and reread your paragraph to be sure it makes sense. Add transition words or phrases to make your paragraph flow. Using your paragraph plan, write a paragraph.

Retrieval Practice Retrieval Practice “Practice at retrieving new knowledge or skill from memory is a potent tool for learning and durable retention.” “Effortful retrieval makes for stronger learning and retention.” Brown, Roediger III, McDaniel, 2014

Retrieval Practice “One of the most striking research findings is the power of active retrieval testing to strengthen memory and that the more effortful the retrieval, the stronger the benefit.” Brown, Roediger, McDaniel, 2014

Retrieval Practice Retrieval Practice makes learning STICK far better than re-exposure to the original material.

Retrieval Practice Example Procedures : Practice without scaffolding Low-stakes quizzing Rapid retrieval practice Retrieval Practice Games Quick write Quick draw Flash cards Multiple-choice items using hand signals, Clickers, or Plickers Written answers Writing frames

Retrieval Practice Which is the best example of retrieval practice? Why? The students have been taught how to change a fraction to a decimal. 1. We have learned how to change a fraction into a decimal. Watch me change 3/7 into a decimal. (Teacher demonstrates dividing 7 into 3, placing the decimal correctly.) Now it is your turn. Change 5/8 into a decimal. 2 Change 5/8 into a decimal. (Teacher monitors.) Now, let’s do this together. (Teacher provides feedback by guiding the student through the problem.) 3. Here is a worked problem that we did yesterday when we changed fractions into decimals. (Teacher displays the calculations needed to change 3/7 into 0.23) Please change 5/8 into a decimal.

Retrieval Practice Retrieval Practice Benefits: -learning -durable retention Effortful Retrieval Practice -stronger learning -stronger retention

Distributed Practice (Spaced Practice) Mass Practice vs Spaced Practice – Effect size d = 0.71 Hattie, 2009 Gains achieved in massed practice are transitory and melt away quickly. Brown, Roediger, McDaniel, 2014

Distributed Practice (Spaced Practice) Distributed or spaced practice – “Periodic practice arrests forgetting, strengths retrieval routes, and is essential for hanging onto the knowledge you want to gain.” Brown, Roediger III, &McDaniel, 2014

Distributed Practice (Spaced Practice) “Distributed learning, in certain situations, can double the amount you remember later on.” Carey, 2014

Distributed Practice (Spaced Practice) Initial Practice Distributed Practice Cumulative Review

Distributed Practice (Spaced Practice) 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.

Distributed Practice (Spaced Practice) Studying or practicing a skill in short sessions overtime. Distributing practice overtime (versus massing practice in one session) aids retention in a variety of academic areas.

Distributed Practice (Spaced Practice) Cumulative Review Provide intentional review of previously taught skills/strategies/concepts /vocabulary/knowledge. Goal is to increase long-term retention.

Example – Spaced Practice Vocabulary – Core Reading Program Monday Tuesday Wednesday Thursday Friday Introduction of vocabulary for Passage A Quick retrieval practice Quick review and expansion of difficult words Introduction of vocabulary for Passage B Quick review and expansion of difficult words Game - Mixed practice of difficult words A and B Introduction of vocabulary for Passage C Game - Mixed practice of difficult words A, B, and C

Varied Practice Vary the practice conditions to increase ability to apply the skill or strategy to a new setting.

Varied Practice Examples: -paper-pencil tasks -Embedding distributive and cumulative activities in group instruction -partner or team activities -Using computer programs

Varied Practice Alternatives to worksheets: -peer-assisted learning strategies (Kagan) -classwide peer tutoring( teams quiz each other about the content from lesson) -team-assisted individualization (work on units in cooperative groups to learn skills)

Mixed Practice - Interleaving Subjects: Elite baseball players on a college team Content: Twice a week batting practice Condition A: Traditional practice 45 pitches in 3 sets 15 pitches of one type (fast, curve, change up) Condition B: Mixed practice 3 types of pitches randomly distributed across 45 pitches Results: Randomly interspersed pitches displayed markedly better hitting

Mixed Practice - Interleaving When you understand a problem type, mix the problem type with other problem types. cry + ed = cried play + er = player slice +ing = slicing copy + ing = copying stamp + ed = stamped fame + ous = famous refuse + al = refusal harm + less = harmless race + ist = racist funny + est = funniest envy + ed = envied fury + ous = furious

Mixed Practice - Interleaving

Practice It is not: Drill and Kill It is: Drill and Skill Perhaps: Drill and Thrill

How to Optimize Practice Deliberate practice Retrieval practice Distributed practice (spaced) Varied practice Mixed practice

Let us remember: How well we teach = How well they learn Teach with Passion Manage with Compassion

Picture activity Give the teachers specific directions to notice the things that are wrong with the picture.