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

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


4 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?

5 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

6 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.

7 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**

8 What It Is….  Very active, important stage of Direct Instruction lesson.  1 st 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.

9 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.

10 “More Support” Scenario….  Students are given problems to answer one at a time.  Teacher checks student work more frequently.

11 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.

12 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.

13 Why so important? During GP, the teacher: “It is always more difficult to re-teach skills that have been practiced incorrectly than to provide careful practice the first time around.” Assesses students’ progress Analyzes errors Addresses needs one-on-one Corrective Feedback

14 Techniques…. 1)Praise, Prompt and Leave. (Fred Jones) 2)Drill & Practice. 3)Decontextualize Learning.

15 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!

16 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 )

17 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.

18 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.”

19 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!


21 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.

22 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.

23 Can you name 3 techniques that can be used during Guided Practice? 1. P__________, P__________, L __________ 2. D__________ & P__________ 3.D___________ L ___________

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

25 Let’s wrap things up….

26 Educational Psychology Interactive. (1999). Retrieved September 29, 2008 from Goshen Community Schools. (2005.) Retrieved September 29, 2008 from Tom Allen’s Net Place. (1998). The Canter and Jones Model. Retrieved September 29, 2008 from Tom Allen’s Net Place. (1998). The Madeline Hunter Direct Instruction Model. Retrieved September 29, 2008 from Saskatchewan Education (2005). Drill and Practice. Retrieved September 29, 2008 from actice.htm actice.htm Saskatoon Public Schools. (2004-2008). Instructional Strategies Online. Retrieved September 29, 2008 from

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