Guided Practice In Guided Practice

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Guided Practice:
Guided practice is the process of engaging students in tasks similar to the one’s modeled by the teacher. The students practice the new learning under direct teacher supervision. The teacher leads the students through the steps necessary to perform the skill. After the teacher has introduce the new learning to students, guided practice must occur. We want students to remember and transfer this knowledge not memorize. As part of instruction delivery, teachers incorporate guided practice through active application of information. Individual guided practice can occur during small or large group academic practice activities. Teachers are creative in incorporating individual interests to motivate students to practice …show more content…

Guided practice is central to effective instruction to prepare students for fluency and maintenance of independent performance. Monitor guided practice activities to adjust for student needs and varying performance levels. Practice skills that go beyond simple acquisition of handraising. Gradually turn over control to the students so that they may develop self-regulation and move into the internalization setting. When teachers implement guided practice it provides feedback on instruction. If students are meeting learning objectives, new skills are taught. If students are having difficulty, relevant features are retaught and additional practice opportunities are provided. “Without this practice and use, the brain will prune this information, which it views as irrelevant. It will do so to make space for the next new learning to occur” (Fisher, Frey, & Lapp, pg. 10). “Think about this neuronal pathway like any other trail you’ve explored: The more you travel it, the more familiar and permanent all dimensions of it become” (Fisher, Frey, & Lapp, pg. …show more content…

But what happens next when a student is still not “getting it?” How do we best serve students to see improvement and keep them from being classified special education? In this paper I will share how CIM as a RtI method and outlines the implications for literacy instruction.
The CIM is grounded in the belief that teachers are the agents of literacy improvement, and that school-embedded professional development creates an authentic context for shaping teacher expertise, thus increasing student achievement. A systems approach to RtI focuses on sustainable improvement by changing the culture of the school. This method places an emphasis on creating structures within the school for promoting teacher collaboration and comprehensive approaches to student

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