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Guided practice

18 二月, 2015 - 16:20
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When students first learn a new skill or a new set of ideas, they are especially likely to encounter problems and make mistakes that interfere with the very process of learning. In figuring out how to use a new software program, for example, a student may unknowingly press a wrong button that prevents further functioning of the program. In translating sentences from Spanish into English in language class, for another example, a student might misinterpret one particular word or grammatical feature. This one mistake may cause many sentences to be translated incorrectly, and so on. So students initially need guided practice -- opportunities to work somewhat independently, but with a teacher or other expert close at hand prevent or fix difficulties when they occur. In general, educational research has found that guided practice helps all learners, but especially those who are struggling (Bryan & Burstein, 2004: Woodward, 2004). A first-grade child has difficulty in decoding printed words, for example, benefits from guidance more than one who can decode easily. But both students benefit in the initial stages of learning, since both may make more mistakes then. Guided practice, by its nature, sends a dual message to students: it is important to learn new material well, but it is also important to become able to use learning without assistance, beyond the lesson where it is learned and even beyond the classroom.

Guided practice is much like the concepts of the zone of proximal development (or ZPD) and instructional scaffolding that we discussed in The Learning Process in connection with Vygotsky's theory of learning. In essence, during guided practice the teacher creates a ZPD or scaffold (or framework) in which the student can accomplish more with partial knowledge or skill than the student could accomplish alone. But whatever its name guided practice, a ZPD, or a scaffold insuring success of guidance depends on several key elements: focusing on the task at hand, asking questions that break the task into manageable parts, reframing or restating the task so that it becomes more understandable, and giving frequent feedback about the student's progress (Rogoff, 2003). Combining the elements appropriately takes sensitivity and improvisational skill -- even artfulness but these very challenges are among the true joys of teaching.