Preparation Slide 1 Outline - PowerPoint Presentation

Slide1

Preparation

Slide 1Slide2

Outline

of

Training Module: Student Practice (An

Extension of Spaced vs. Massed)

Time in MinutesConcept or Topic Addressed Slides and Handout Numbers Activities Handouts or Materials Needed 10 Welcome, Introductions and OverviewAdvance Organizer Session at a Glance ObjectivesOutcomes and Essential Questions Norms Connection to Teacher Standards and MO Learning Standards Slides 5-13Handout 1 Have participants complete an advance organizer to focus learning and activate prior knowledge. Advance Organizer Handout  1 55minutes Section 1: What are deliberate, dynamic, spaced and interleaving practice? Deliberate Practice Dynamic Practice Spaced Practice Interleaving Practice Summarize the Types of Practice Slides 14-53Handouts 2-10Brief lecturette about practice and the four types of practice. Share and discuss examples. Activity: Predict factors for successful practice. Provide focus questions for participants to use as they view the video clip. Discussion of answers. Watch a video clip about interleaving practice then have participants look for examples of interleaving practice on pages 3-7 in handout packet. Have participants describe how they will use interleaving practice in their classrooms. Summarize the types of student practice. Necessary Components for Practice Handout 2 Four Kinds of Practice Handout 3 Examples of Deliberate Practice Handouts 4-8Video Clip: Spacing to Improve Long-Term Retention by Robert Bjork (You-tube Video Clip )Focus Questions for Video Handout 9Video Clip: The Benefits of Interleaving Practice by Robert Bjork You-Tube Video ClipConsult Handout Pages 4-8 to look for interleaving practice examples. Summarize the types of practice. Handout 10 10 minutes Section 2: When does student practice occur? Learning new knowledge/skillsReinforcing knowledge/skillsMaintaining knowledge/skillsIn direct instruction (guided and independent) Slides 54-57 Brief Lecturette about when practice occurs. None 10 minutes Section 3: How much student practice is necessary? Guided PracticeIndependent Practice Homework Cautions Slides 58-63 Brief Lecturette about how much practice is necessary. Activity Paired Verbal Fluency: When and How Practice Occurs None  75 minutes Section 4: What are the three pre-requisites to student practice? Positive Classroom Environment Personnel Connection to What is Being Learned Necessary Knowledge or Skill Base Slides 64-86Handouts 11-21Brief Lecturette on Prerequisites to PracticeSmall group brainstorm re: positive environment. Predicting Activity of Benefits Making Connections Activity for Participants Lecturette: Getting the Knowledge/Skill Base Comparison of How to Teach the Knowledge Base Three Prerequisites to Practice Handout 11What are your thoughts? Handout 12Check your Answers. Handout 13 Predict Benefits Handout 14 Relevance: Check Your Ideas Handout 15Your Task Application Handout 16Examples of Declarative Knowledge Handout 17Examples of Procedural Knowledge Handout 18Steps in Teaching/ Practicing Declarative Handout 19Steps in Teaching/Practicing Procedural Handout 20Comparison Venn Diagram Handout 21

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Outline of Training: Student Practice (Continued)

Time in Minutes

Concept or Topic Addressed

Slides and Handout Numbers

Activities Handouts or Materials Needed  40 minutes Section 5: How do teachers create a practice plan that will ensure student success? What are some challenges and barriers when making a practice plan for students. How might you overcome those barriers? Components for a Practice Plan Making a Practice Plan for Students Steps in Making a Plan Evaluating a Plan Using a Practice Profile Fidelity of Implementation Resources Available to Learn More Refection of the Day Post Test Slides 87-96Handouts 22-27Participants will first reflect to think of the knowledge, skills and steps involved when making effective practice plans for students. Individually, have participants generate a listing of skills that will be easy, skills that may offer a little challenge, and skills that will be very difficult or might be a barrier. Have participants work as a table group to generate ideas for overcoming barriers. Participants will create a practice plan for a student or students . Participants will exchange and evaluate plans and offer specific descriptive feedback using a form provided. Discussion of Practice Profile Red, Green and Yellow Activity Individual Final ReflectionPost Test Challenges and Barriers Handout 22Your Task Practice Plan Handout 23Practice Plan for Students Handout 24Feedback Sheet Handout 25 Practice Profile Handout (Separate Handout) Fidelity Implementation Checklist (Separate Handout) Resources Handout 26Final Reflection Handout 27Post Test (Separate Handout) Slide 3Slide4

Materials Included in

Student Practice Module

Pre-Reading (Optional for Presenters Only)PowerPoint Presentation Complete Handout Packet (27 pages) Practice Profile (Separate Handout) Fidelity Implementation Checklist (Separate Handout)

Pre/Post Test with Key (Separate Handout)

Short Video Clip: Spacing Improves Long-Term Retention by Robert Bjork (Obtain online on You-Tube) Short Video Clip: The Benefits of Interleaving Practice by Robert Bjork (Obtain online on You-Tube) Slide 4Slide5

Student Practice

(An Extension of Spaced vs. Massed Practice)

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Welcome, Introductions and Overview

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Advance Organizer

Where does student

practice occur in the context of learning?

What elements need to be in

place for students to be successful at practice?1Slide 7Slide8

Session at a Glance

Section 1: Characteristics of the four different types of student practice

Section 2: When students should practiceSection 3: Amount of practice needed by studentsSection 4: Three prerequisites to successful student practiceSection 5: Planning to ensure practice sessions benefit ALL students

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8Slide9

Objectives

As a result of training, participants will…

gain a deeper understanding of student practice and the various types of practice sessions, learn when students should practice and the amount of practice needed,

learn the prerequisites for successful student practice,

make an effective practice plan for students to ensure they benefit. Slide 9Slide10

Intended Outcomes

Teachers

will utilize information gained as a result of training to design highly effective practice sessions for ALL students. ALL students

will benefit from practice sessions designed by teachers.

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Essential Questions

Section 1: Which type of practice do you feel would work best for ALL students? Explain your reasoning.

Section 2: Under what circumstances should practice occur? Explain. Section 3: Why is it important for a teacher to know when enough practice has occurred? Section 4: Why are prerequisites to practice important? Section 5: What constitutes an effective practice plan for students?

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Meeting Norms

Be Respectful-

Be an active listener Use notes for side bar Be Responsible-

Be on time for sessions and after breaks

Silence cell phones—reply appropriatelyBe a Problem Solver- Ask questions as needed to clarify concepts or directions Slide 12Slide13

Missouri Teacher Standards

Standard

1: Content knowledge aligned with appropriate instruction.1.2: Student engagement in subject matter

Standard

2: Student Learning, Growth and Development2.3: Theory of learningStandard 6: Effective Communication 6.4: Technology and media communication toolsMissouri Learning Standards for StudentsThe module Student Practice addresses any learning standard for students that requires them to practice content knowledge to the point of moving it into long-term memory OR to practice skills/processes to the point of becoming fluent. Slide 13Slide14

Section 1:

What

are deliberate, dynamic, spaced and interleaving practice ?

Slide 14Slide15

What is practice?

prac·tice

(prak təs) verb

perform (an activity) or exercise (a skill) repeatedly or regularly in order to acquire, improve or maintain one's proficiency.

synonyms: rehearse, run through, go over/through, work on/at; Slide 15Slide16

People practice to…

move information into memory,

move skills or processes towards fluency or automaticity. -Jana Scott, 2014

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16Slide17

What can be practiced?

“We can practice all types of things such as: memorizing facts and information, becoming fluent at defining concepts, becoming fluent at using evidence to support generalizations, working math problems,

using

the four-step problem solving process to solve non-routine real-world problems, reading maps, drawing maps, recalling math facts, etc.” (Scott, 2014) Slide 17Slide18

Prediction Activity

What factors increase the likelihood of students being able to benefit from practice sessions?

Slide 18Slide19

Necessary Components for

Practice to be Successful

Classroom environmentPersonal connection

Adequate knowledge/skill base

Adequate conceptual understanding Spacing of practice sessionsVaried contexts/decontextualization Novelty and challenge of practice sessions2Slide 19Slide20

Four Kinds of Practice

Deliberate

Spaced

Dynamic Interleaving 3Slide 20Slide21

Deliberate Practice

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Effect of Practice

Expert-level

performance is primarily the result of expert-level practice known as deliberate practice.

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Effect of Spaced/Deliberate Practice

2

meta-analyses, 63 studies, Rank 13th

Hattie, J. (2009). Visible Learning. New York: RoutledgeHattie, J. (2012). Visible Learning for Teachers. New York: RoutledgeSlide 23Slide24

What is deliberate practice?

Deliberate practice is

defined as “increasing the rate of correct academic responses to practice opportunities until minimal levels of mastery (defined by success criteria) are met.” -Walker, Hart and Carta,

1994

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Deliberate Practice

For practice to be deliberate, a student must…

have a clear understanding of the goal and success criteria,

know

weaknesses or underdeveloped areas, and address the deficiencies in small sequential steps. Slide 25Slide26

Deliberate Practice

Hattie, states in his book

Visible Learning (2009) “Deliberate practice can involve specific skills and complex performances, and the attainment of success criteria can be motivating and certainly lead to longer retention of sometimes over-learned surface and deep-knowing.”

-

Peladeau, Fortget, and Gagne, 2003 Slide 26Slide27

Samples of Deliberate Practice

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Deliberate Practice

Learning Goal

: To learn to compare and contrast information and ideas.

Criteria for Success:

Name two objects for comparison. Determine points or traits to use for comparison. Determine similarities Determine differencesSummarize information You already know: 1, 2, and 3 You need to practice: 4 and 5 4Slide 28Slide29

Example of Deliberate Practice

Goal:

Hit the tennis ball over the net 80% of the time.

Based on your past performance, please practice the skills checked on this chart. Success Criteria Practice Session 1 Practice Session 2 Practice Session 3 Practice Session 4 Grip SwingBody Position Footwork 5Slide 29Slide30

Example of Deliberate Practice

Goal: To

t

hrow the ball in the strike zone. Criteria marked with a check mark needs to be practiced until a minimal level of competency is reached. Success Criteria First practice on…Next practice on…Then practice on… Last practice on…Consistency ( The mechanics to put it all together) Effective footwork and arm motion Withstanding pressure under game conditions Focus/concentration (eyes, brain and body work together) 6Slide 30Slide31

Example of Deliberate Practice

Goal:

85% proficient on 2-place addition with regrouping.

Criteria marked with a check mark needs to be practiced until a minimal level of competency is reached. Success Criteria First practice on…Next practice on…Then practice on… Last practice on…Determining which column is the ones column and which column is the tens column. Add like place-value columns. Show and explain your strategy for regrouping. Show final answer and justify. 7Slide 31Slide32

Example of Deliberate Practice

Goal:

85% proficient on determining main idea of fictional text.

To help you reach the goal, you need to practice the skills check-marked below. To be successful you must be able to…Practice 1Practice 2 Practice 3 Practice 4 Know the meaning of main idea. Recognize main idea statements. Recognize the main idea in a short piece of literal text. Recognize the main idea in a lengthy piece of literal text. Recognize the main idea in a short piece of abstract text. Recognize the main idea in a lengthy piece of abstract text. 8Slide 32Slide33

Dynamic Practice

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Dynamic practice may be defined as practice that….

u

ses different learning experiences to increase understanding of the concept(s) being learned. offers some degree of challenge, and/or involves

novel or unusual activities

that are all based on the same concept. By promoting conceptual understanding, dynamic practice enhances transfer of learning. Source: Ben-Hur, ASCD, 2006. Slide 34Slide35

Dynamic Practice Uses Varied

Contexts

Dynamic practice involves structuring practice activities that are varied in nature to help students obtain an in-depth understanding of the concept being addressed in learning. Can you think of ways to vary your practice activities so students gain a deeper conceptual understanding of what they are learning?

Source: Ben-Hur, ASCD, 2006. Slide 35Slide36

Examples…

Using Varied Contexts for Practice

An ELA teacher uses digital and print resources and various forms of fictional genre to practice “determining the main idea.” A science teacher uses videos, demonstrations, and hands-on experiments to have students practice learning and applying the steps in the scientific process.

Slide 36Slide37

Examples…

Using Varied Contexts for Practice

A social studies teacher uses editorials, political cartoons and primary source documents to have students do an investigation related to the advantages the “South” had over the “North” at the start of the Civil War. A fine arts teacher switches the context of practice by putting the students in the place of being evaluators. Students evaluate mock student responses to determine whether or not the responses meet specified criteria, then offer specific descriptive feedback.

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Dynamic Practice is Challenging

A

void practice tasks that are laborious.Practice tasks should offer optimal challenge. Match the level of task difficulty with

the students’ improving abilities.

Source: Ben-Hur, ASCD, 2006. Slide 38Slide39

Dynamic Practice is Novel

Prepare

or search for practice tasks that are novel but built on prior knowledge and existing cognitive abilities.

Time

on each task must be relative to students’ progress. Emphasis on student explanations and the development of sustainable meaning. Source: Ben-Hur, ASCD, 2006. Slide 39Slide40

Novelty in Practice Example

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Novelty in Practice Example

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Novelty in Practice Example

Slide 42Slide43

Spaced Practice

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Spaced vs. Massed Practice

Having lengthy practice sessions within a very short span of time (sometimes referred to as “cramming”) is often called “massed practice.”

Having practice sessions spaced out over a longer span of time without too much lapse in-between sessions is often called “spaced practice”.

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Spaced Practice

Research shows

deliberate practice is more effective when spaced (or extended) over a time span with not too much lapse in time between practice sessions. (Hattie, 2009, 185)

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When and How Much Practice

“Students

often needed three or four exposures to the learning… usually over several days…before there is a reasonable probability they will learn.” (From Visible Learning, 2009, credited to Nuthall

, 2005)

“The effectiveness of length of spacing between practice sessions was related to complexity, and challenge of tasks for practice of simple tasks relatively brief rest periods are required between practice sessions for practice of complex or challenging tasks longer rest periods are needed between practice sessions (at least 24 hours or more)” (Hattie, 2009, 186) Slide 46Slide47

Video Clip Focus Questions

How does spaced practice impact learning?

How does massed practice impact learning?Which type of practice works best to learn times tables? Why?Which type of practice works best to perform well on a history test? Why? Did the video clip describe how to practice a process? Explain.

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Video Clip

You-Tube Video Clip

“Spacing Improves

Long-Term Retention”

by Robert Bjork robert bjork - spacing improves long-term retention_640x480_MP4.mp4Slide 48Slide49

Video Clip Focus Questions

How does spaced practice impact learning?

How does massed practice impact learning?Which type of practice works best to learn times tables? Why?Which type of practice works best to perform well on a history test? Why? Did the video clip explain how to practice a process? Explain.

9

Slide 49Slide50

Interleaving Practice

Slide 50Slide51

Interleaving Practice vs. Block Practice

Block

practicing is when you focus on learning one skill at a time. You practice a skill repetitively for a period of time and then you move onto another skill and repeat the process. AAA BBB CCC Interleaving practice on the other hand involves working on multiple skills in parallel. ABC ABC ABC

Source: Interleaved Practice: A Secret Enhanced Learning Technique Jake Jenkins (2013) http://j2jenkins.com/2013/04/29/interleaved-practice-a-secret-enhanced-learning-technique/Slide 51Slide52

Your Task

Watch the video clip called

The Benefits of Interleaving Practice by Robert Bjork to gain greater understanding of the meaning of interleaving practice. robert bjork

- the benefits of interleaving practice_640x480_MP4.mp4

Discuss….What example does Bjork give that shows varied contexts for the skill being practiced? Then….Look back at examples on handout pages 4-8 to determine if each example is interleaving practice or block practice. Describe how you will use interleaving practice in your classroom. Slide 52Slide53

Summarize each type of practice in

as few words as possible.

Deliberate Practice:

Dynamic Practice:

Spaced Practice: Interleaving Practice: 10Slide 53Slide54

Section 2:

When

does practice occur?

Slide 54Slide55

Practice occurs…

First, when we acquire new knowledge or skills.

Then, when we try to reinforce existing knowledge or improve existing skills. Lastly, when we try to maintain a high level of proficiency of our existing knowledge or skills.

Slide 55Slide56

Practice Occurs as Part of Direct Instruction

Direct

instruction considers practice as the drill that follows the presentation and demonstration of a concept. Educators who use the direct instruction approach have learned to present the concept or information, show examples, check for understanding, and then proceed to guided practice that drills students on use of the concept. Source

:

Ben Hur, ASCD, 2006. Slide 56Slide57

Seven Essential Steps of Direct Instruction

Learning Intentions

Success CriteriaHookPresentation

Guided Practice

ClosureIndependent PracticeSlide 57Slide58

Section

3:

How Much Practice is Necessary?

Slide 58Slide59

How much practice is necessary?

The amount of practice over time must reflect the nonlinear nature of learning.

New experiences require more time and effort than later experiences.Early practices should be kept simple. Later practices may progressively get more complex. Practice until concepts are crystallized in the minds of students.

Source: Ben

Hur, ASCD, 2006Slide 59Slide60

How much practice is necessary?

If the teacher moves on prematurely in

guided practice, students inevitably will end up spending much more time in remedial work trying to undo misconceptions and misunderstandings. (Ben

Hur

, ASCD, 2006) In this case, the quote “Haste makes waste” applies. Slide 60Slide61

Independent Practice

Independent practice can take place in class or outside of the classroom.

Independent practice can be homework. For independent practice to be beneficial, students must have the skills and knowledge to do the work without assistance and descriptive feedback should be given ASAP. Independent practice should be deliberate, dynamic, spaced and may be interleaved.

Source: Ben Hur, ASCD, 2006. Slide 61Slide62

Assigned homework is

unguided or independent practice.

Use caution when assigning homework. Should Homework be Practice?

Slide 62Slide63

Paired Verbal Fluency

Slide 63Slide64

Section 4:

What are the Prerequisites to Practice?

Slide 64Slide65

Prerequisites to Practice

Before using

any kind of practice sessions, the

prerequisites

should be in place. The pre-requisites are: a classroom climate or environment conducive to learning, a personal or emotional connection to what is being learned, and the knowledge or skill base necessary for practiceSlide 65Slide66

Classroom Environment

(Safety and Sense of Belonging)

Personal Connection or Relevance

Knowledge or Skill Base

Prerequisites to Practice Jana L. Scott, University of MO-Columbia, 2014. 6611Practice Slide 66Slide67

Think about…..

If you do not feel safe, what is the likelihood of you being able to learn a new skill? Explain.

What is the likelihood of students benefiting from practice sessions if they do NOT feel as if they are---part of a group, valued or safe? Why?

Slide 67Slide68

Prerequisite 1: Classroom Climate or Environment Conducive to Learning (Safety and Belonging)

S

tudents must

have

certain attitudes and perceptions to have a “mental climate for learning.” Attitudes and perceptions that affect learners’ mental climate are: a sense of acceptance and a sense of comfort and order. If students do not feel accepted and safe at school, the likelihood of their being able to learn and benefit from practice sessions is slim. Source: Marzano: A Different Kind of Classroom: Learning with the Dimensions of Learning) Slide 68Slide69

Classroom Climate or Environment

If students feel safe and unthreatened in our classrooms, attention is not impeded.

Students who have good relationships with teachers and students feel motivated. Feeling valued helps students focus. Students that feel part of a group know that someone at school cares for them.

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What are your thoughts?

What does a classroom environment that is conducive to learning

look like?

What does a classroom environment that is conducive to learning sound like? 12Slide 70Slide71

See handout 13 to check your ideas.

Slide 71Slide72

Prerequisite

2: A

Personal Connection to What is Being Learned (Relevance) Slide 72Slide73

Research shows…..

“If students

do not see any connection, it is difficult for them to move knowledge into memory. Instruction that connects the content to the students’ lives and experiences helps students gain meaning.” Weaver and Cottrell (1988) “If teachers can make the content familiar to

the

students and link it to what they are familiar with, students’ learning will increase.” Sass (1989) and Keller (1987) Slide 73Slide74

Personal Connection

Schools should be places where “the work students are asked to do [is] work worth doing” (Darling-Hammond, 2006, p. 21).

Research collected by the International Center for Leadership in Education shows that “students understand and retain knowledge best when they have applied it in a practical, relevant setting” (Daggett, 2005, p. 2).

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Predict

What are the benefits to learning when students see the connection between what is being learned and their personal lives?

1. 2.

3.

14Slide 75Slide76

Look at handout 15 to see if you have any of these ideas………

15

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Your Task

Write

two ideas you might use to help students see the connection between what they are learning and their real-life experiences.Be ready to share ideas.

Use a four-corner strategy to share.

Topic to Be LearnedIdea for Connection 16Slide 77Slide78

Prerequisite

3:

The knowledge or skill base necessary for practice Slide 78Slide79

Getting the Knowledge Base for Practice

A person may learn two types of knowledge….declarative or procedural.

Learning and practice for declarative knowledge looks different than learning and practice for procedural knowledge. How a person learns and practices depends on the type of knowledge he/she is trying to learn.

Slide 79Slide80

Declarative VS. Procedural Knowledge

P

ractice looks differently for each of the two types of knowledge Declarative knowledge involves learning component parts and being able to recall them. (i.e. democracy, a numerator, an amoeba, rules of basketball, etc.) Procedural knowledge

involves learning skills or processes (i.e. reading a map, performing long division, editing an essay, solving a non-routine real world problem, shooting a free throw, etc.)

Source: Robert Marzano: A Different Kind of Classroom: Teaching with Dimensions of Learning. Slide 80Slide81

Declarative Knowledge

Facts

Concepts

Generalizations

Procedural Knowledge Algorithms Tactics Strategies Marzano: A Different Kind of Classroom: Teaching with Dimensions of Learning. Declarative Procedural Knowledge or Skill Base Slide 81Slide82

Facts

:

Kennedy was assassinated on November 22, 1963.

Abraham Lincoln was the 16

th president of the United States. Concepts: RevolutionSocial unrestWealthDemocracy Generalizations: “As a result of social unrest, revolutions occur.” “A lack of natural resources leads to an economy primarily based on services.” “For every action there is a reaction.” Declarative Knowledge Examples17Slide 82Slide83

Algorithms

:

23 +24 = ____;

½

X 3= ____ ; Edit a sentence for spelling errors. Tactics: When adding three single digit numbers, I will try some of these tactical moves……Try to find two numbers whose sum equals ten, then add the third number to ten. OR Add the two smaller numbers first, then add the largest number. OR Make groups of tens and then add ones. To determine structure of text, I will try some of these tactical moves….. make an outline of the content. OR make a graphic organizer to show how information is organized. OR use highlighters to color various topics different colors. Strategies: To solve this problem or address this issue, I can use any of these strategies…… I can work backwards, make a chart, make a drawing, make a list, etc. To design a research study to determine effectiveness of pesticides on crop rust, I will have to….Procedural Knowledge Examples18Slide 83Slide84

Getting the Knowledge/Skill Base

Learning and practicing declarative knowledge involves three phases.

Learning and practicing procedural knowledge involves three phases. Look at handout pages 19 and 20 (as shown by the next slide) to see the three phases used to teach each of the two different types of knowledge.

Slide 84Slide85

See handout pages……..

19

20

Slide 85Slide86

Your Task

Use handout pages 19 and 20 and work with a partner to compare and contrast the three phases used to teach declarative knowledge to the three phases used to teach procedural knowledge. Be ready to share ideas.

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Section

5:

How might I plan to ensure all students benefit from practice?

Slide 87Slide88

Classroom Environment

(Safety and Sense of Belonging)

Personal Connection or Relevance

Knowledge or Skill Base

Prerequisites to Practice Jana L. Scott, University of MO-Columbia, 2014. 8811Practice that is deliberate, dynamic, spaced and if applicable, interleaved. Slide89

Challenges and Barriers

1. Easy for Me to Do

2. May Offer a Slight Challenge

3. Very Challenging or Barriers4. Suggestions for Overcoming Barriers 22Slide 89Slide90

Your

Task

Goal: I will design an effective “practice plan” for a student or students which contains all essential elements.

Activity:

Work alone or with a partner to create a practice plan for a student or students. Make sure your practice plan contains all the essential elements to ensure the practice will be beneficial. Write your practice plan on handout page 24. Criteria for Success: Be sure your practice plan…addresses changes that need to be made to the learning environmentdescribes how you will help students make personal connections describes the “phases” needed to build the knowledge or skill baseis “spaced” over timeis deliberate (addresses specified criteria for improvement)is dynamic (challenging, novel, in varied contexts) is interleaved (if applicable)23Slide 90Slide91

Practice Plan for Students

Topic: Knowledge

or Skill to Practice:

Describe

any changes that need to be made to the learning environment. Describe how you will help students make personal connections. Describe the “phases” needed to build the knowledge or skill base. Tell how practice sessions will be spaced. Make practice deliberate by specifying criteria for success. Make practice dynamic by telling how it offers a challenge, is novel, and uses varied contexts. Describe if practice will be interleaving or block or both. My Practice Plan 24Slide 91Slide92

Descriptive Feedback

25

Goal: Design an effective “practice plan” for a student or students which contains all essential elements.

You

Have You Need Criteria for Success: Be sure your practice plan…addresses changes that need to be made to the learning environmentdescribes how you will help students make personal connectionsdescribes the “phases” needed to build the knowledge or skill baseis “spaced” over time describes which approach…block or interleaving is deliberate (addresses specified criteria for improvement)is dynamic (challenging, novel, in varied contexts)Next Steps: Slide 92Slide93

2-Page Practice Profile

Slide 93Slide94

Implementation Fidelity

Slide 94Slide95

Resources

Ben

Hur

, Meir.

Concept-Rich Mathematics: Building a Strong Foundation for Reasoning and Problem Solving, ASCD, 2006 pages 12-19. Hattie, John. Visible Learning: A Synthesis of over 800 Meta-Analysis Relating to Achievement. London: Routledge, 2009. Jenkins, Jake. Interleaved Practice: A Secret Enhanced Learning Technique Posted on April 29, 2013 http://j2jenkins.com/2013/04/29/interleaved-practice-a-secret-enhanced-learning-technique/Marzano, Robert, J. A Different Kind of Classroom: Teaching with the Dimensions of Learning. ASCD, 1992. Sprenger, Marilee. How to Teach Students to Remember. Alexandria VA, Association of Supervision and Curriculum Development, 2005. Scott, Jana L. Spaced Practice: In the Context of Learning, University of MO-Columbia, 2014 (Creative Commons with Attribution) 26Slide 95Slide96

Final Reflection Sheet

Directions: Use your results from the Practice Profile: Red, Green and Yellow Activity to complete the Final Reflection Sheet.

What is your number one priority? What is you number two priority? What is one thing that you want to know more about?

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