Synthesis of on explicit teaching (B. V. ROSENSHINE)
Six teaching functions
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| PSYCHOLOGY OF EDUCATION Synthesis of on explicit teaching (B. V. ROSENSHINE) Six teaching functions |
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| 5. Conduct independent practice. By the end of guided practice, students are expected to do the steps correctly, but hesitantly. Independent practice provides the additional practice that student need to become fluent in a skill, and to enable them to work without the cues given during guided practice. This need for fluency and independence applies to many of procedures that are taught in school: use a rule to measure widths, add decimals, read a map, conjugate a regular verb in a foreign language, proofread copy for errors, write major chords, complete and balance a chemical equation, operate equipment, and apply safety procedures. This need for fluency also applies to facts, concepts, and discriminations that are to be used in subsequent learning. After substantial practice, students achieve an automatic stage where they are successful and rapid and no longer have to think through each step. Students who have reached this automatic stage can give their full attention to comprehension and application. | ||||||||||||
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