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?
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
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.
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**
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.
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.
“More Support” Scenario….
 Students are given problems to answer one at a time.
 Teacher checks student work more frequently.
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.
Examples of GP Activities….
1) Student reads a paragraph aloud in a reading group.
2) Student solves a few Math problems.
3) 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.
Why so important?
During
GP, the
teacher:
Assesses
students’
progress
Corrective Feedback
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
Techniques….
1) Praise, Prompt and Leave. (Fred Jones)
2) Drill & Practice.
3) Decontextualize Learning.
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!
Drill & Practice
“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 )
 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.
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.
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!
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:
1. Assesses students’ __________. (what?)
2. Analyzes __________. (what?)
3. Addresses needs __________. (how?)
All the while, questioning and
checking for understanding.
Can you name 3 techniques that can
be used during Guided Practice?
1. P__________ ,
P__________ ,
L __________
2. D__________ & P__________
3. D___________ L ___________
Short and sweet….
What is the purpose of Guided Practice?
The purpose of __________________
is to guide __________ practice
and to ___________ if needed.
Let’s wrap things up….
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/drillp
ractice.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