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

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

3. 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

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

5. 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)

6. 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.

7. Practice
Practice
Our purpose

8. 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

9. 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)

10. 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

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

12. 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

13. 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.

14. 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

15. 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

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

17. 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

18. 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.

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

20. 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

21. 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

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

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

24. 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.

25. 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.

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

27. 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

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

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

30. 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)

31. 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

32. 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

33. Mixed Practice - Interleaving

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

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

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

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