Professional Development to Practice Student Practice Spaced vs

Professional Development to Practice Student Practice: Spaced vs. Massed This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Acknowledgements Building off of the Spaced vs. Massed learning package originally rolled out in July 2013, this in-depth look at Student Practice/Spaced vs. Massed Practice was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in June 2015. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individuals/groups are thanked immensely for their hard work in developing this package: Content Development Expertise Jana Scott, Heart of Missouri RPDC Content Development Support UMKC Institute for Human Development: Carla Williams Ronda Jenson Stefanie Lindsay SPDG Management Team Artwork UMKC Institute for Human Development: Jodi Arnold The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Welcome, Introductions and Overview

Professional Development to Practice Advance Organizer Where does student practice occur in the What elements need to be in place for context of learning? students to be successful at practice? 1

Professional Development to Practice Session at a Glance q. Section 1: Characteristics of the four different types of student practice q. Section 2: When students should practice q. Section 3: Amount of practice needed by students q. Section 4: Three prerequisites to successful student practice q. Section 5: Planning to ensure practice sessions benefit ALL students

Professional Development to Practice 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.

Professional Development to Practice Intended Outcomes q. Teachers will utilize information gained as a result of training to design highly effective practice sessions for ALL students. q ALL students will benefit from practice sessions designed by teachers.

Professional Development to Practice Essential Questions q Section 1: Which type of practice do you feel would work best for ALL students? Explain your reasoning. q Section 2: Under what circumstances should practice occur? Explain. q Section 3: Why is it important for a teacher to know when enough practice has occurred? q Section 4: Why are prerequisites to practice important? q Section 5: What constitutes an effective practice plan for students?

Professional Development to Practice Meeting Norms q. Be Respectful. Be an active listener Use notes for side bar q. Be Responsible. Be on time for sessions and after breaks Silence cell phones—reply appropriately q. Be a Problem Solver. Ask questions as needed to clarify concepts or directions

Professional Development to Practice Missouri Teacher Standards Standard 1: Content knowledge aligned with appropriate instruction. 1. 2: Student engagement in subject matter Standard 2: Student Learning, Growth and Development 2. 3: Theory of learning Standard 6: Effective Communication 6. 4: Technology and media communication tools Missouri Learning Standards for Students The 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. Missouri Dept. of Elementary and Secondary Education (2013)

Professional Development to Practice Section 1: What are deliberate, dynamic, spaced and interleaving practice ? Slide 14 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice What is practice? q prac·tice (prak təs) verb q perform (an activity) or exercise (a skill) repeatedly or regularly in order to acquire, improve or maintain one's proficiency. q synonyms: rehearse, run through, go over/through, work on/at;

Professional Development to Practice People practice to… qmove information into memory, qmove skills or processes towards fluency or automaticity.

Professional Development to Practice 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.

Professional Development to Practice Prediction Activity What factors increase the likelihood of students being able to benefit from practice sessions?

Professional Development to Practice Necessary Components for Practice to be Successful q q q q Classroom environment Personal connection Adequate knowledge/skill base Adequate conceptual understanding Spacing of practice sessions Varied contexts/decontextualization Novelty and challenge of practice sessions 2

Professional Development to Practice Four Kinds of Practice Deliberate Spaced Dynamic Interleaving 3

Professional Development to Practice Deliberate Practice

Professional Development to Practice Effect of Practice Expert-level performance is primarily the result of expert-level practice known as deliberate practice.

Professional Development to Practice Effect of Spaced/Deliberate Practice 2 meta-analyses, 63 studies, Rank 13 th Hattie (2012) Hattie (2009)

Professional Development to Practice 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

Professional Development to Practice Deliberate Practice For practice to be deliberate, a student must… q have a clear understanding of the goal and success criteria, q know weaknesses or underdeveloped areas, and q address the deficiencies in small sequential steps.

Professional Development to Practice Deliberate Practice “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)” Hattie (2009) p. 185 -186

Professional Development to Practice Samples of Deliberate Practice

Professional Development to Practice Deliberate Practice Learning Goal: To learn to compare and contrast information and ideas. Criteria for Success: 1) Name two objects for comparison. 2) Determine points or traits to use for comparison. 3) Determine similarities 4) Determine differences 5) Summarize information You already know: 1, 2, and 3 You need to practice: 4 and 5 4

Professional Development to Practice 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 Grip Swing Body Position Footwork Practice Session 1 Practice Session 2 Practice Session 3 Practice Session 4 5

Professional Development to Practice Example of Deliberate Practice Goal: To throw 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 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) First practice Next Then practice on… on… Last practice on… 6

Professional Development to Practice 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 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. First practice on… Next practice on… Then practice on… Last practice on… 7

Professional Development to Practice 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… 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. Practice 1 Practice 2 Practice 3 Practice 4 8

Professional Development to Practice Dynamic Practice

Professional Development to Practice Dynamic practice may be defined as practice that…. quses different learning experiences to increase understanding of the concept(s) being learned. qoffers some degree of challenge, and/or qinvolves novel or unusual activities that are all based on the same concept. q. By promoting conceptual understanding, dynamic practice enhances transfer of learning. Ben-Hur (2006)

Professional Development to Practice Dynamic Practice Uses Varied Contexts q. 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. q Can you think of ways to vary your practice activities so students gain a deeper conceptual understanding of what they are learning? Ben-Hur (2006)

Examples… Using Varied Contexts for Practice Professional Development to Practice q. An ELA teacher uses digital and print resources and various forms of fictional genre to practice “determining the main idea. ” q. A science teacher uses videos, demonstrations, and hands-on experiments to have students practice learning and applying the steps in the scientific process.

Examples… Using Varied Contexts for Practice q A social studies teacher uses editorials, political Professional Development to Practice 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. q 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.

Professional Development to Practice Dynamic Practice is Challenging q. Avoid practice tasks that are laborious. q. Practice tasks should offer optimal challenge. q. Match the level of task difficulty with the students’ improving abilities. Ben-Hur (2006)

Professional Development to Practice Dynamic Practice is Novel q. Prepare or search for practice tasks that are novel but built on prior knowledge and existing cognitive abilities. q. Time on each task must be relative to students’ progress. q. Emphasis on student explanations and the development of sustainable meaning. Ben-Hur (2006)

Professional Development to Practice Novelty in Practice Example Ben-Hur (2006)

Professional Development to Practice Novelty in Practice Example Ben-Hur (2006)

Professional Development to Practice Novelty in Practice Example Ben-Hur (2006)

Professional Development to Practice Spaced Practice

Professional Development to Practice 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 inbetween sessions is often called “spaced practice”.

Professional Development to Practice 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)

Professional Development to Practice When and How Much Practice q “Nuthall (2005) claimed that students often needed three or four exposures to the learning… usually over several days…before there is a reasonable probability they will learn. ” q “The effectiveness of length of spacing between practice sessions was related to complexity, and challenge of tasks q for practice of simple tasks relatively brief rest periods are required between practice sessions qfor practice of complex or challenging tasks longer rest periods are needed between practice sessions (at least 24 hours or more)” Hattie (2009), p. 186

Professional Development to Practice Video Clip Focus Questions q. How does spaced practice impact learning? q. How does massed practice impact learning? q. Which type of practice works best to learn times tables? Why? q. Which type of practice works best to perform well on a history test? Why? q. Did the video clip describe how to practice 9

Professional Development to Practice Robert Bjork-Spacing Improves Long-Term Retention https: //www. youtube. com/watch? v=TTo 35 X 2 rqls

Professional Development to Practice Video Clip Focus Questions q. How does spaced practice impact learning? q. How does massed practice impact learning? q. Which type of practice works best to learn times tables? Why? q. Which type of practice works best to perform well on a history test? Why? q. Did the video clip explain how to practice a process? Explain. 9

Professional Development to Practice Interleaving Practice

Professional Development to Practice Interleaving Practice vs. Block Practice q. 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 q Interleaving practice on the other hand involves working on multiple skills in parallel. ABC ABC Jenkins (2013)

Professional Development to Practice Your Task q Watch the video clip called The Benefits of Interleaving Practice by Robert Bjork to gain greater understanding of the meaning of interleaving practice. https: //www. youtube. com/watch? v=l-1 K 61 Bal. IA. q Discuss q What example does Bjork give that shows varied contexts for the skill being practiced? q Then q. Look back at examples on handout pages 4 -8 to determine if each example is interleaving practice or block practice. q. Describe how you will use interleaving practice in your classroom.

Professional Development to Practice Summarize each type of practice in as few words as possible. Deliberate Practice: Dynamic Practice: Spaced Practice: Interleaving Practice: 10

Professional Development to Practice Section 2: When does practice occur? The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice occurs… q. First, when we acquire new knowledge or skills. q. Then, when we try to reinforce existing knowledge or improve existing skills. q. Lastly, when we try to maintain a high level of proficiency of our existing knowledge or skills.

Professional Development to Practice Occurs as Part of Direct Instruction q. Direct instruction considers practice as the drill that follows the presentation and demonstration of a concept. q. 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. Ben-Hur (2006)

Professional Development to Practice Seven Essential Steps of Direct Instruction 1. 2. 3. 4. 5. 6. 7. Learning Intentions Success Criteria Hook Presentation Guided Practice Closure Independent Practice Hattie (2009)

Professional Development to Practice Section 3: How Much Practice is Necessary? The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice How much practice is necessary? q The amount of practice over time must reflect the nonlinear nature of learning. q New experiences require more time and effort than later experiences. q Early practices should be kept simple. q Later practices may progressively get more complex. q Practice until concepts are crystallized in the minds of students. Ben-Hur (2006)

Professional Development to Practice 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. In this case, the quote “Haste makes waste” applies. Ben-Hur (2006)

Professional Development to Practice Independent Practice q Independent practice can take place in class or outside of the classroom. q Independent practice can be homework. q 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. q Independent practice should be deliberate, dynamic, spaced and may be interleaved. Ben-Hur (2006)

Professional Development to Practice Should Homework Be Practice? q. Assigned homework is unguided or independent practice. q. Use caution when assigning homework.

Professional Development to Practice Paired Verbal Fluency

Professional Development to Practice Section 4: What are the Prerequisites to Practice? Slide 64 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Prerequisites to Practice Before using any kind of practice sessions, the prerequisites should be in place. The prerequisites are: 1. a classroom climate or environment conducive to learning, 2. a personal or emotional connection to what is being learned, and 3. the knowledge or skill base necessary for practice

11 Prerequisites to Practice Classroom Environment (Safety and Sense of Belonging) Personal Connection or Relevance Knowledge or Skill Base Practice

Professional Development to Practice Think about…. . q. If you do not feel safe, what is the likelihood of you being able to learn a new skill? Explain. q. 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?

Professional Development to Practice Prerequisite 1: Classroom Climate or Environment Conducive to Learning (Safety and Belonging) q Students must have certain attitudes and perceptions to have a “mental climate for learning. ” q Attitudes and perceptions that affect learners’ mental climate are: a sense of acceptance and a sense of comfort and order. q 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. Marzano (1992)

Professional Development to Practice Classroom Climate or Environment q. If students feel safe and unthreatened in our classrooms, attention is not impeded. q. Students who have good relationships with teachers and students feel motivated. q. Feeling valued helps students focus. q. Students that feel part of a group

Professional Development to Practice 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? 12

Professional Development to Practice q. See handout 13 to check your ideas.

Professional Development to Practice Prerequisite 2: A Personal Connection to What is Being Learned (Relevance)

Professional Development to Practice Research shows…. . q “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 & Cottrell, 1988) q 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; Keller, 1987)

Professional Development to Practice Personal Connection q. Schools should be places where “the work students are asked to do [is] work worth doing” (Darling-Hammond, 2006, p. 21). q. Research collected by the International Center for Leadership in Education shows that “students understand retain knowledge best when they have applied it in a practical, relevant setting” (Daggett, 2005, p. 2).

Professional Development to Practice Predict What are the benefits to learning when students see the connection between what is being learned and their personal lives? 1. 2. 3. 14

Professional Development to Practice Look at handout 15 to see if you have any of these ideas……… Sprenger (2005) 15

Professional Development to Practice Your Task q. Write two ideas you might use to help students see the connection between what they are learning and their real-life Topic to Be Learned Idea for Connection experiences. q. Be ready to share ideas. q. Use a four-corner strategy to share. 16

Professional Development to Practice Prerequisite 3: The knowledge or skill base necessary for practice

Professional Development to Practice Getting the Knowledge Base for Practice q. A person may learn two types of knowledge…. declarative or procedural. q. Learning and practice for declarative knowledge looks different than learning and practice for procedural knowledge. q. How a person learns and practices depends on the type of knowledge

Professional Development to Practice Declarative VS. Procedural Knowledge q. Practice looks differently for each of the two types of knowledge q. Declarative knowledge involves learning component parts and being able to recall them. (i. e. democracy, a numerator, an amoeba, rules of basketball, etc. ) q. 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. ) Marzano (1992)

Professional Development to Practice it ve a Knowledge or Skill Base r cla De Pro c ed ura l Declarative Knowledge • Facts • Concepts • Generalizations Procedural Knowledge • Algorithms • Tactics • Strategies Marzano (1992)

Professional Development to Practice q Facts: Kennedy was assassinated on November 22, 1963. Abraham Lincoln was the 16 th president of the United States. q Concepts: Revolution Declarative Knowledge Social unrest Wealth Examples Democracy q 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. ” 17

Professional Development to Practice Procedural Knowledge Examples 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 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…. 18

Professional Development to Practice Getting the Knowledge/Skill Base q. Learning and practicing declarative knowledge involves three phases. q. Learning and practicing procedural knowledge involves three phases. q. Look at handout pages 19 and 20 (as shown by the next slide) to see three phases used to teach of the two different types of knowledge.

Professional Development to Practice See handout pages……. . 19 20

Professional Development to Practice Your Task q 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. 21

Professional Development to Practice Section 5: How might I plan to ensure all students benefit from practice? Slide 87 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

11 Prerequisites to Practice Classroom Environment (Safety and Sense of Belonging) Personal Connection or Relevance Knowledge or Skill Base Practice that is deliberate, dynamic, spaced and if applicable, interleaved.

Professional Development to Practice Challenges and Barriers 1. Easy for 2. May Offer 3. Very 4. Suggestions Me to Do a Slight Challenging for Overcoming Challenge or Barriers 22

Professional Development to Practice 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… 1. addresses changes that need to be made to the learning environment 2. describes how you will help students make personal connections 3. describes the “phases” needed to build the knowledge or skill base 4. is “spaced” over time 5. is deliberate (addresses specified criteria for improvement) 6. is dynamic (challenging, novel, in varied contexts) 7. is interleaved (if applicable) 23

Professional Development to Practice Plan for Students Topic: Knowledge or Skill to Practice: My Practice Plan 1. Describe any changes that need to be made to the learning environment. 2. Describe how you will help students make personal connections. 3. Describe the “phases” needed to build the knowledge or skill base. 4. Tell how practice sessions will be spaced. 5. Make practice deliberate by specifying criteria for success. 6. Make practice dynamic by telling how it offers a challenge, is novel, and uses varied contexts. 7. Describe if practice will be interleaving or block or both. 24

Professional Development to Practice Descriptive Feedback Goal: Design an effective “practice plan” for a student or students which contains all essential elements. Criteria for Success: Be sure your practice plan… 1. addresses changes that need to be made to the learning environment 2. describes how you will help students make personal connections 3. describes the “phases” needed to build the knowledge or skill base 4. is “spaced” over time 5. describes which approach…block or interleaving 6. is deliberate (addresses specified criteria for improvement) 7. is dynamic (challenging, novel, in varied contexts) Next Steps: You Have You Need 25

Professional Development to Practice 2 -Page Practice Profile

Professional Development to Practice Implementation Fidelity

Professional Development to Practice 26 Resources • Ben-Hur, M. (2006). Concept-rich mathematics instruction: Building a strong foundation for reasoning and problem solving. ASCD. • Hattie, J. A. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Routledge. • Jenkins, J. (2013, April 29). Interleaved practice: A secret enhanced learning technique [blog post]. J 2 jenkins. com. Retrieved from http: //j 2 jenkins. com/2013/04/29/interleaved-practice-a-secret-enhanced-learningtechnique/. • Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. ASCD. • Sprenger, M. (2005). How to teach so students remember. ASCD.

Professional Development to Practice Final Reflection Sheet Directions: Use your results from the Practice Profile: Red, Green and Yellow Activity to complete the Final Reflection Sheet. q What is your number one priority? q. What is you number two priority? q. What is one thing that you want to know more about? 27