MAKE IT STICK! Making it Stick: Effective Practice of Strategies, Skills, Vocabulary, Facts, and Information Part 3 of three part webinar

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ANITA L. ARCHER, PHD AUTHOR, CONSULTANT, TEACHER

For additional information on practice see Chapter 8 in: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective

and Efficient Teaching. NY: Guilford Publications.

www.explicitinstruction.org

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Learning Intentions • Review - Principles of Effective Practice • Practice Formats • Designing Practice Plans • Building Automaticity • Considering Student Differences • Establishing Routines and Procedures

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Principles of Effective Practice What principles can we use to optimize benefits of practice?

a. Deliberate Practice b. c. e. d.

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Principles of Effective Practice What principles can we use to optimize benefits of practice?

a. Deliberate practice b. Retrieval practice c. Distributed practice (Spaced practice) e. Varied practice d. Mixed practice (Interleaving)

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Practice Formats

1.  Paper - Pencil Tasks 2.  Practice Activities embedded in Group

Instruction 3.  Peer – Focused Activities 4.  Computer – Assisted Instruction

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Peer – Focused Activities Partner Activity - Spelling Practice Description: Following explicit instruction on a spelling pattern or rule, students can study the spelling words with their partners during a number of practice sessions.

•  Tutor (One of the partners.) •  Takes out list of spelling word •  Says a word.

Asks tutee to repeat the word. •  Says the word in a sentence if one

is provided on the spelling list. •  Tutor

•  Asks tutee to write the word.

•  Tutor •  Shows the word on the list.

•  Tutee (One of the partners.)

•  Listens. Repeats the word.

•  Tutee •  Writes the word.

Tutee

•  Looks at the word. •  Checks the spelling of the word.

Tutee •  If the word is incorrect, crosses

out the word and rewrites it.

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Peer – Focused Activities Partner Activity - Partner Vocabulary Study Description: When vocabulary terms are introduced, students write the word on one side of an index card and the part of speech and meaning on the other side. The new vocabulary cards are placed in an envelope labeled Study. Each student also has an envelope labeled Mastered.

Tutor Tutee Tutor removes an index card from tutee’s Study envelope, shows and reads the word to the tutee, and asks the following questions: What is the part of speech? What does the word mean? Say a sentence using the word.

Tutee answers the questions.

If the tutee answers all the questions correctly, the tutor puts a plus + sign on the back of the card. If the tutee misses any of the answers, the tutor puts a minus – sign on the back of the card.

When the card has three consecutive plusses, it is placed in the Mastered envelope.

This process continues with additional words until the end of the study period, generally 10 to 15 minutes.

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Example Plan #1 Kindergarten – Decoding

Current Program •  Letter-sound associations

are introduced using key word and poem.

• Word lists containing target elements are provided (eg., ran, fat, sap).

• Short passages with target words are provided.

Plan

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Example Plan #1 Kindergarten – Decoding

Current Program •  Letter-sound associations are

introduced using key word and poem.

•  Word lists containing target elements are provided (eg., ran, fat, sap).

•  Short passages with target words are provided.

Plan •  Provide retrieval practice on

letter-sound associates during small group/whole group instruction using electronic flashcards.

•  Focus on new and difficult letter-sounds. Recycle letter-sounds that are not retained.

•  Add discrimination words to word lists (varied practice)

•  Reread lists to increase automaticity.

•  Reread passages to partner and parents.

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Example Plan #2 Middle School Language Arts

Current Program Plan 1.  Passage vocabulary •  Vocabulary is not taught. •  Students are expected to determine and retain meanings from context and embedded definitions.

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Example Plan #2 Middle School Language Arts

Current Program Plan 1. Passage vocabulary - Vocabulary is not taught. a. Develop Power - Points - Students are expected to to introduce vocabulary. determine and retain b. Have students maintain meanings from context a vocabulary log for self-study. and embedded definitions. c. List vocabulary on numbered word wall for distributed, retrieval practice. d. Use low-stakes vocabulary

quizzes. e. Play cumulative review game

after each unit.

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Example Plan #2 Middle School Language Arts

Current Program Plan 2. Literary Terms a. Create a reference sheet Literary terms are introduced of literary terms. with each unit but not b. During discussions of consistently reviewed passages, students will have reference sheet on desk to encourage use of terms. c. At the end of passage instruction, students will review using reference sheet.

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Example Plan #1 Middle School Language Arts

Practice Needed Plan

3. Writing Seven writing types are taught. a. Teach three types: Students write one product for argumentative, informative, for each type. narrative.

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Example Plan #2 Middle School Language Arts

Current Program Plan

3. Writing Seven writing types are taught. a. Teach three types: Students write one product for argumentative, informative, for each type. narrative. b. Provide careful instruction on argumentative. c. Have students write minimum of four in LA class. d. Introduce planning tools and

rubric to staff. e. Have students continue practice of writing type in other classes. f. Repeat cycle for informative.

Example Plan #3 7th grade math Current Program: •  15 units •  Lessons include 4 – 6 items for

guided practice after modeling. •  10 – 15 practice items provided on

new skill/strategy/concept. •  5 – 10 problem-solving items

provided on the target skill/strategy/concept.

•  At the end of each unit, practice exercises provide review of all skills taught in the unit.

• Plan

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Example Plan #3 7th grade math Current Program: •  15 units •  Lessons include 4 – 6 items for

guided practice after modeling. •  10 – 15 practice items provided on

new skill/strategy/concept. •  5 – 10 problem-solving items

provided on the target skill/strategy/concept.

•  At the end of each unit, practice exercises provide review of all skills taught in the unit.

• Plan •  Do-Now Activity. Beginning of class warm-

up activity will include two items from last 3 lessons plus 2 items from previous units (Mixed practice)

•  Vocabulary. Students create vocabulary flash cards (Front – Word; Back – Definition broken into critical attributes and examples). Twice a week, students will study with their partners.

•  Modeling (I do it) using items provided. •  Guided practice (We do it.) Teacher guides

students in completing easy then more difficult practice items.

•  Unprompted practice (You do it.) Students complete selected practice items ranging in difficulty.

•  Independent practice – When students show competency, independent practice items assigned.

•  Exit activity – Using electronic flash cards, students tell partners meaning of words.

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Example Plan # 4 8th Grade Social Studies Current Program •  American History – Colonization to

Industrial Revolution •  Frontloading: Background

Knowledge and Vocabulary Instruction

•  Passage Reading: Paragraph Shrinking with Partners

•  Post Reading: Students answer questions, participate in a discussion, and respond in writing (summary, compare-contrast)

•  Quiz: At the end of the chapter

Plan

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Example Plan # 4 8th Grade Social Studies Current Program •  American History – Colonization to

Industrial Revolution •  Frontloading: Background

Knowledge and Vocabulary Instruction

•  Passage Reading: Paragraph Shrinking with Partners

•  Post Reading: Students answer questions, participate in a discussion, and respond in writing (summary, compare-contrast)

•  Quiz: At the end of the chapter

Plan •  Warm-up: Students are given a

topic and students list what they remember. Teacher provides feedback.

•  Major events summarized: Conflict – Actions – Outcomes

•  Timeline Review: Twice a week, retrieval practice is provided using major events in timeline. Students tell the “story” of the event using Conflict – Actions – Outcomes structure.

19 20 Selecting What to Practice

• What will be practiced? • What is critical to retain?

• Was the skill/strategy/concept/vocabulary/information

previously introduced?

• Have students demonstrated minimal competency through guided practice?

Selecting What to Practice What is the purpose of the practice?

1. To improve and gain proficiency on a skill 2. To gain automaticity on foundation skills needed for higher order skills 3. To protect against forgetting 4. To improve transfer of skills

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Automaticity

Challenge: Working Memory has limited space.

Environment

Working Memory (site of Awareness and

of Thinking)

Long- Term Memory Permanent Memory

(Factual Knowledge Procedural Knowledge)

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Automaticity – Reading - What

• �The ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading such as decoding.���(Meyer & Felton, 1999)

Automaticity – Reading - What Reading fluency:

- Accurate - Appropriate rate - Expression

Automaticity – Reading - Why Fluency is related to reading comprehension.

• Both empirical and clinical research support the

relationship between fluent oral reading and overall reading ability including comprehension. (Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988; Gough, Hoover, & Peterson, 1996; Herman, 1985; Jenkins, Fuchs, Espin, van den Broek, & Deno, 2000)

• When students read fluently, decoding requires less attention. Attention can be given to comprehension. (Samuels, Schermer, &Reinking, 1992)

Automaticity – Reading - Why? An accurate, fluent reader will read more.

• As more material is read, decoding skills, fluency, vocabulary, background knowledge, and comprehension skills increase. (Cunningham & Stanovich, 1998; Stanovich, 1993)

The rich get richer. The poor get poorer. (Stanovich, 1986 )

•  It has been suggested that voracious reading can alter measured intelligence. (Cunningham & Stanovich, 1998)

Automaticity – Reading - How Procedure # 1. Word Recognition Instruction

(Accuracy) •  Core Reading Program

Systematic instruction on decoding skills •  Intervention

If students read slowly and inaccurately, couple instruction on fluency with advanced decoding.

•  REWARDS - Multisyllabic Word Reading Strategies (Sopris) •  SIPPS (Developmental Studies Center) •  Corrective Reading (SRA) •  Language! (Voyager)

Automaticity – Reading - How Procedure #2: Word Reading Practice prior to passage reading. Studies in which teachers had students practice reading lists of words that they were to later encounter in connected texts consistently resulted in increased fluency. (Fleisher, Jenkins, and Pany 1979-80; Levy, Abello, and Lysynchuk 1997).

Automaticity – Reading - How •  Fluency (rate) is a product of:

PRACTICE PRACTICE PRACTICE PRACTICE and MORE PRACTICE

Automaticity – Reading – How

• Procedure #3. Utilize passage reading procedures in class that optimize the amount of reading practice. Example Procedures: •  Augmented silent reading •  Choral reading •  Cloze reading •  Partner Reading

Automaticity – Reading – How • Procedure #4. Repeated Reading of Familiar Text

Rereading text or repeated oral reading is perhaps the most frequently documented approach to improving fluency (National Reading Panel 2000; Rashotte and Torgesen 1985) and has been associated with improved outcomes for young students (O'Shea, Sindelar, and O'Shea 1987) as well as college students (Carver and Hoffman 1981). Remember: Accuracy First Repeated Reading: Particularly useful for struggling students

Automaticity – Reading – How Procedure #5 - Wide Reading Reading different types of text. •  Text at independent or instructional level

•  Short articles •  Short stories •  Novels

• Read with partners.

•  For more able readers, repeated reading of the same texts is not as necessary as it is for struggling readers. Increasing the amount of reading is sufficient, and perhaps more, beneficial (Homan, Klesius, and Hite 1993; Rashotte and Torgesen 1985).

Automaticity – Math Facts – What

• Ability to accurately and quickly recall basic addition, subtraction, multiplication, and division facts (Burns, 2005; McCallum, Skinner, & Turner, 2006;

Poncy, Skinner, & Jaspers, 2006).

• No longer than two seconds before responding with the correct answer.

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Automaticity – Math Facts – Why Students who recall their basic facts accurately and quickly have greater cognitive resources available to learn more complex tasks or concepts. (McCallum, et al., 2006; Poncy, et al., 2006).

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Automaticity – Math Facts – Why Students who do not know basic math facts to the point of automaticity have problems with higher level math.” (Cumming & Elkins, 1999)

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Automaticity – Math Facts – How Accuracy Step 1: Solve math facts through counting. Step 2: Apply Derived Fact Strategies to determine

answer. Number families: 7 X 8 = 56

8 X 7 = 56 56 ÷ 7 = 8 56 ÷ 8 = 7

Doubles plus 1: 8 + 9 = 8 + 8 + 1 =

Make 10: 8 + 6 8 + 2 + 4 = 14

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Automaticity – Math Facts – How

Step 3: Quick Recall

Researched-Validated Procedures

Study, Cover, Write, Check

Incremental Rehearsal

Mixed Fact Practice

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Automaticity – Math Facts – How Study, Cover, Write, Check (Cover, Copy, and Compare) •  Materials: •  Sheet of basic math facts, problems and their answers are written on the left side of the •  paper (e.g., 5 x 6 = 30) •  Procedure: 1.  Give students a sheet of math problems. 2.  Teach students to study each problem and answer on the left side of the paper. 3.  Tell students to cover the problem and answer on the left side of the page. 4.  The student writes the problem on the right side of the paper. 5.  The student uncovers the problem and answer on the left side of the page and compares it to

what he wrote on the right side of the page. If the problem and answer are written correctly on the right side of the page, then the student moves to the next problem.

6.  If the answer is incorrect, the student writes the problem and correct answer more than once. The student can respond verbally to the problems instead of writing them.

(Poncy, Skinner, & Jaspers, 2007)

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Automaticity – Math Facts – How Incremental Rehearsal Materials: •  Blank cards to make flashcards •  Procedure: 1.  Assess the student (e.g., use pre-made flash cards, a timed drill) to

determine facts he/she knows with automaticity. 2.  From the list of facts that student knows with automaticity (knowns),

select nine. Write each fact on a blank flashcard. 3.  From the facts the student does not know (unknowns), select ten facts.

Write each fact on a blank flashcard. 4.  Take the nine knowns and one card from the unknown stack of fact

cards. 5.  Present the first unknown fact flashcard and ask the student to attempt

to answer it aloud. If he is incorrect, provide the correct answer. 6.  Present the first known fact flashcard and ask the child to answer it

aloud. 7.  Present the original unknown from Step 5 and again ask the child to

attempt to answer it aloud.

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Automaticity – Math Facts – How a. If the child answers it correctly, it now becomes known. Start the procedure again at Step 4 using a different unknown. b. If the child answers it incorrectly, then continue the process by presenting two knowns to the student before asking him to attempt to answer the unknown again. The next step would be to present three knowns with the unknown, the four knowns with the unknown, etc. •  Example flashcard sequence: •  First unknown, known •  First unknown, known, known •  First unknown, known, known, known •  First unknown, known, known, known, known •  First unknown, known, known, known, known, known •  First unknown, known, known, known, known, known, known •  First unknown, known, known, known, known, known, known, known •  First unknown, known, known, known, known, known, known, known, known •  First unknown, known, known, known, known, known, known, known, known

8. Repeat until all unknowns become knowns

•  East Carolina University. (2011).

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Automaticity – Keyboarding Connelly, Gee, and Walsh (2007)

Subjects: 300 UK students in year 5 and 6. Procedure: Measured students’ handwriting and keyboarding fluency and students’ compositional quality by hand and keyboarding. •  Results: There was a high correlation between handwriting

and keyboarding speed and handwriting speed was consistently faster than keyboarding speed. Results showed that children’s compositional quality was superior in the handwritten scripts as opposed to the keyboarded scripts. Keyboarded scripts were up to 2 years behind handwritten scripts in development across all ages.

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Providing Feedback

�Instruction is more effective than feedback. Feedback can only build on something; it is of little value when there is no initial learning or surface information.��(Hattie & Timperley, 2007)

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Providing Feedback

Feedback is designed to close the gap between current performance and desired goal

a.  Feedback should focus on the task performance in

relationship to goal b.  Feedback should be specific and clear c.  Feedback should be provided in a timely manner

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Providing feedback

• Self-corrections against a key • Self-corrections during instructional group • Self-evaluation against a rubric

• Structured peer feedback using rubric

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Providing feedback

• Teacher feedback on responses during instruction • Teacher feedback as he/she circulates and monitors

• Teacher feedback to group on assignment • Teacher feedback to individuals • Teacher corrections/written feedback

Differences in Students Learning Strategies NO

Learning Style Theory •  Hypothesis

•  Students have a cognitive style, a preferred way of receiving knowledge. Visual, Auditory, Kinesthetic

•  Students will learn better when instruction matches their cognitive style.

•  Findings •  No evidence to support this premise. (Pashler, McDaniel, Rohrer, Bjork, 2008)

•  More important that mode of instruction matches nature of subject being taught. •  Visual instruction for geometry •  Verbal instruction for poetry

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Differences in Students Mindsets YES (Dweck, 2002)

Fixed Mindset Growth Mindset Believe that intellectual ability is fixed from birth, wired in their genes. Avoid challenges at which they might not succeed. Failure would indicate less native ability.

Believe that effort and learning change intellectual abilities. Thus, abilities are under their control. More likely to take risks and tackle difficulties.

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Differences in Students

“Children are more alike than different in terms of how they think and learn.” Daniel Willingham

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Establish Routines Related to Independent Practice

•  Determining what to do •  Teacher directives •  Calendar

•  Determining materials needed •  Binder •  Folder •  Calendar

•  Obtaining assistance •  What to do when

•  you don’t have necessary materials in class •  correcting assignments in class •  Turning in assignments •  you have been absent •  assignment is completed

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Routines and Procedures Introducing the assignment

• How will the assignment be presented?

• Clarify - read directions with students - have students highlight key words - model completion of an item

• Verify - have students explain directions to partner - ask questions to verify understanding - monitor completion of activity

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Routines and Procedures Turning in or collecting work

1.  Students write number on assignment. 2.  Students pass work forward. 3.  Student Monitor collects all papers from front

row seats. 4.  Monitor puts in numerical order. 5.  Monitor places papers in box labeled by

subject or period.

If more accountability is required: 1.  Students place homework on corner of desk. 2.  Teacher circulates and collects homework.

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Routines and Procedures Correcting work in class

1.  Students take out correcting pen (pen, red pen, crayon).

2.  Teacher shows or tells each answer. 3.  Students indicate if answer is correct or

incorrect on their paper. 4.  Teacher reteaches difficult items. 5.  Students use remaining time to correct any

items.

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Routines and Procedures Absent - Elementary School

1.  Partner collects assignments, homework, and notices and puts in desk of absent student.

2.  Student returns to school and examines work in desk.

3.  Student checks class calendar, noting work to be completed.

4.  Student has same number of days to make up work as he/she missed.

5.  Completed work is placed in Make-up Work box.

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Routines and Procedures Absent - Secondary

1.  Partner picks up folder and writes name of absent student on it. 2.  Partner collects assignments, homework, and notices and

places in folder. 3.  Partner may also fill out form with class information including:

reading assignments, test dates, homework assignments, long term assignments.

4.  At end of period, the folder is placed in box labeled �Work for students who are absent�.

5.  Student returns and examines work in folder. 6.  Student checks class calendar, noting work to be completed. 7.  Student has same number of days to make up work as he/she

missed. 8.  Completed work is placed in Make-up Work box.

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Routines and Procedures No materials in class

1.  Teacher sets clear expectations concerning materials.

2.  Extra materials are available. 3.  Student gets materials and fills out an IOU

form. 4.  If student has forgotten book, looks on

with partner. OR Uses loaner book with VERY bright book cover.

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Routines and Procedures

Gaining assistance during independent/cooperative tasks

Red and Green Card 1.  Student attempts task, consulting with worked

examples in the text or from lesson. 2.  When student has a question, the RED side of the

card is placed up. (Other signals can be used such as a �Help Wanted� sign or a book on the corner of desk.)

1.  Student must continue working. 2.  Teacher moves around room monitoring (Walk

around. Look around. Talk around.) 3.  When teacher sees a RED card, assistance is

provided.

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Routines and Procedures

Gaining assistance during independent/cooperative tasks

Only When Near 1.  When the student has a question and the teacher

is NOT near, the student may consult with his/her partner or uses the rule �Three Before Me�.

2.  If assistance is not adequate, student circles the item and continues working.

3.  The teacher moves around the room monitoring (Walk around. Look around. Talk around.)

4.  When the teacher is NEAR, the student may raise his/her hand and request assistance.

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Routines and Procedures Independent work (When teacher is teaching small group)

Looks Like Sounds Like

You are: • Working at your desk •  Doing assignments

• Comprehension exercises • Handwriting practice • Spelling practice • Summary writing

• Correcting work with keys • Reading book

You are: • Not talking as you work • Quietly asking your partner for help • Quietly asking the �Expert� for help

Exit Ticket Name: Directions: Complete _____________ of these statements.

1.  Today I learned… 2.  I was surprised by… 3.  The most useful thing I will take from this

lesson is... 4.  One thing I am not sure about is…. 5.  The main thing I want to find out more

about is…. 6.  After this session, I feel… 7.  I might have gotten more from this lesson

if….

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The most useful thing I will take from this session is...

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