Professional Development
- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
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I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
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I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
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I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- eLearning
Description
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Guided Practice is interactive instruction between the teacher and students. After the teacher introduces new learning, he/she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently. Students and the teacher collaboratively complete the task as a model. The teacher leads the activity but solicits help from students at predetermined points along the way. Through the completion of the guided practice task, the teacher gradually releases more and more responsibility of the thinking to students and offers less assistance from the teacher. Teachers should be using this time to recognize any need to re-teach portions from the introduction to new learning and to determine when/if students are ready to work independently.
- Prep work
- Plan and prepare guided practice activities that require interaction between the teacher and students and will continue to build students’ understanding of the content.
- Give clear directions for how students should engage with the teacher to complete the guided practice task.
- Circulate around the classroom and monitor student progress. This is a time for the teacher to assist students who may need more guidance and support.
- Address misconceptions and praise success by giving direct and specific feedback to students.
- Prep work
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Alerts
Be sure to check for understanding from ALL students before moving on from Guided Practice. Ensure that all students have an opportunity to respond to questions, receive feedback and practice alongside the teacher until they are fluent in the content.
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Quick Tips
Consider using guided practice activities that will allow students to share their thinking with the whole class. Students develop their own thinking by hearing the thought process of their peers.
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Other Strategies
Ratio
Increase student thinking by asking more open-ended questions. Have students explain the “why” and “how” questions surrounding their understanding regarding a concept.
Games
Make Guided Practice a game. Games increase focus, allows the opportunity for practice and are fun for students. See the game template link for examples of games that make for great Guided Practice.