Deliberate practice
Also known as: repetition, quiz, test
Deliberate practice refers to a special type of practice that is purposeful and systematic. While regular practice might include mindless repetitions, deliberate practice requires focused attention and is conducted with the specific goal of improving performance. Deliberate practice is practice that is thoughtful and purposeful while being responsive to individual students’ needs. Students should have multiple and varied opportunities for practice.
In any given lesson, some students will be ready to consolidate their understanding and “move on”, while others will need more opportunities for practice. The right amount of practice at the right time increases confidence and mastery for students. After actively engaging in classroom activities, students can perform repeated tasks with immediate feedback to build skill and change behavior. Guided instruction and designed practice can help struggling students improve their performance and achieve at high levels.
Any self paced activities that students attempt should have clear and explicit feedback (where possible). eg in a quiz you can build in feedback if the students have the correct or incorrect information. The student should be directed to some more information or explicit instructions if they get an incorrect answer. Or rewarded (eg badges/stickers) if they get it correct.
ICT templates
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Make sure you are logged into your Microsoft account (new window) or Google account (new window) before accessing these templates. For more support refer to Getting started with technology (new window)
How to use with ICT
There are a wide range of applications and platforms that can be used to create deliberate practice for students. Many tools across Microsoft, Google and Apple products lend themselves to support templates that can be customised for this purpose. They allow users to both personalise and customise. Keynote and Pages allow users to design deliberate practice that includes opportunity for multimodal responses including, text, audio, video and drawing.
While both Microsoft Forms and Google Forms have quiz functionality and work well with OneNote and Google Classroom, respectively to provide students with immediate feedback to build skill and change behavior. Most quiz applications are user-friendly enough that students can learn to use them quickly and design their own quizzes.
Single computer
Can be used in daily activity rotations.
External resources
https://www.evidencebasedteaching.org.au/deliberate-practice-in-education/
Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.