Effective Practice

Match the practice procedure with the description.

• Remembering from memory

• Fluency

• Mixing problem types within practice

• Massed practice

• Performing the same skill multiple times

• Interleaved

• Practicing to improve accuracy and speed

• Retrieval

• New & previously learned skills together

• Cumulative

It is best to use only one practice procedure at a time.

• True

• False

According to the Learning and Instructional Hierarchy, skills develop in phases. Put the following learning phases in order from 1 to 4.

• Adaptation

• Generalization

• Fluency

• Acquisition

It is preferable to use brief, timed probes for fluency practice.

• True

• False

Fluency practice is well suited for foundational skills that are highly accurate but slow.

• True

• False

How can teachers set performance criterion for fluency practice?

• Refer to criterion stated in a student’s individualized education program

• Use national norms for curriculum-based measures

• Establish a local norm of grade-level peers

• All of the above

Match the fluency practice components to the definition.

• Teacher does a 'show and tell' first

• Reinforcement

• Record own score and track progress

• Self-Monitoring

• Praise or reward for performance

• Modeling

• a predetermined score is set

• Error Correction

• Errors identified and corrected

• Goal Setting

Worked solutions scaffold students’ learning by _____.

• Modeling the easiest way to solve a problem

• Offloading working memory

• Prompting more self-explanation

• Both b and c

It is not necessary to teach students with disabilities how to use the worked solutions.

• True

• False

Which of the following is not an important aspect of using worked solutions?

• Students should look up solutions on the Internet

• Incorporate worked solutions into instruction

• Set the expectation that students will use the strategy as a problem-solving tool

• Embed solutions in independent practice materials