Teaching cycle: Independent Practice

Independent Practice

DCC Self-Directied CLPL: The Teaching Cycle

START

“Independent practice produces 'overlearning' - a necessary process for new material to be recalled automatically. This ensures no overloading of students working memory."

Barak Rosenshine

Learning Aims

1. To become familiar with good practices in independent learning.2. To research and consider effective application of learning. 3. To explore extension techniques when providing challenge.

Independent Practice

This is a self-directed CLPL for the primary organiser 'Independent Practice' within the teaching cycle. Use the menu below for navigation. Each slide has an index button to bring you back to this menu or use the arrows to progress.

2. What does independent practice look like?

3. Application

1. Training Aims

5. Quiz

4. Extension

Module 1: What does Independent Practice Look Like?

How to define, promote and plan for independent practice.

Module 1: What does Independent Practice Look Like?

What is Independent Practice?

In short, independent practice is where pupils practise new materials with little or no support from the teacher. It provides opportunities for learners to repeatedly practice skills or processes to embed new learning in the long-term memory. The more pupils practice material, the stronger their retrieval of that material becomes. Once the process or skill becomes automated, it frees up the learners' working memory to apply the learning to new contexts.

Unit 1: What Does Independent Practice Look Like?

Promoting Independent Practice

As teachers, we can promote independent practice using a range of approaches. Click below to explore some of the most effective strategies.

rEMOVE SCAFFOLDS GRADUALLY

Provide opportunities for self-monitoring

Model Lead learning skills

Give effective feedback on homework

Module 2: Application of Learning

Making learning become transferable and secure

Module 2: Application of Learning

What is Application of Learning?

BreadthBreadth refers to the number and range of E&Os encountered by the learner.

Application of Learning: The National Context

Within Curriculum for Excellence, suitable breadth, challenge and application of learning should be considered carefully in order to promote long-term progress and achievement.

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Application Application refers to how knowledge and understanding, capabilities and skills are used in new and unfamiliar contexts.

ChallengeChallenge refers to the attributes, capabilities and skills(including higher order thinking skills )which are embedded in learning.

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Module 2: Application of Learning

Application of Learning and Real World Contexts

Current research holds that students learn and retain information best when involved in real-world projects that give them direct experiences that give them a measure of control over their objectives. Hover over the icons below to explore some working examples.

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Social/Political Skills

Numeracy

Literacy

Creative

Meta-skills: Real-World Verbs When planning for the application of learning, Bloom's Taxonomy verbs can be used to make explicit the practised skills that have transferable real-world application.

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Module 2: Extension

Effective Practices for Extending Learning in the Classroom

““Each child is unique and the protagonist of his or her own growth. Children desire to acquire knowledge, have much capacity for curiosity and amazement, and yearn to create relationships with others and communicate. " "

Loris Malaguzzi

Module 1: What does Independent Practice Look Like?

What is Extension?

Extension are activities that extend the learning of the lesson. Extension activities can be done in small groups or by a single student. These extension activities are leveled to fit the student. They either provide further challenge or support to reinforce skills. High-quality interactions between the teacher and the learner are a key factor in extending learning.

Module 2: Extension

Successfull extension of learning is an integral part of the differentiation practices in the classroom. Extending learning forms a large aspect of achieving the balance between challenge and support. Opportunities can be found to extend learning within each of the four aspects of differentiation. Click on each aspect below for further information/examples.

End of Module Quiz

Independant Practice

start

Question 1/5

Which of the following is not good practice when supporting independent practice?

Always ensure the learner works alone and independently

Model lead learning skills

Remove scaffolds gradually

Question 2/5

Complete the sentence: Application of learning is...

is always undertaken individually

undertaken in new and unfamiliar contexts

always summatively assessed

Question 3/5

Students learn and retain information best when it is framed in a real world context.

False

True

Question 4/5

Which of these aspects can be used to support extended learning?

The Learning environment

The Content of the learning

Both

Question 5/5

Using scaffolds to gradually increase the difficulty level of higher order skills is effective in extending learning?

False

True

Wrong!

Try again

Congratulations!

You have successfully completed DDC Self Directed CLPL on "Explaining New Learning" as an aspect of The Teaching Cycle.