PRACTICING (Chp 5, Small Teaching)

IN THEORY

Provide practice (scaffolded) to help students learn cognitive skills you value (that are part of your graded assessments)

Practice helps develop automaticity, requires less working memory and makes learning more efficient (Willingham cited by Lang, p.118)

Don't assume students will quickly master cognitive challenges you present.

But, don't encourage practice without thinking. Strive for "mindful learning" (see Langer, cited by Lang, p120)

Being present for practice allows you to: provide feedback, encourage reflection, offer suggestions for new approaches.

MODELS

  1. Analyze your assessments. Identify cognitive skills embedded in assignments / tests.
  1. Create small practice sessions (in-class or online?)
  1. Provide feedback on practice.

PRINCIPLES

  1. Make time for synchronous practice (with feedback)
  1. Provide brief, practice sessions spaced throughout the course
  1. Facilitate "mindful learning"

TIPS

List cognitive skills needed to succeed in your class

Prioritize skills list - identify order of development

Post planned practice sessons on course calendar/schedule

Stick to your plan!