There is an old myth that states, "Practice makes perfect." My intention is not to say this is incorrect, only incomplete. I believe perfect practice makes perfect. The purpose of this post is to unpack the difference between the two and provide a rationale for why this is important in education. Practice vs. Perfect Practice We now know a great deal about how the brain works thanks to advancements in neuroscience (How the Brain Learns, Research-Based Strategies to Ignite Student Learning, & Mind, Brain, and Education). We know that it takes about 7-12 CORRECT repetitions to learn something. If a person spends 7-12 repetitions practicing something incorrectly, that person has learned how not to do that thing. Some may argue there is value in students "figuring things out for themselves." I don't dispute that statement, and I invite those who champion this technique as a sole practice to review effect size data from John Hattie regarding the practices for which I advocate. Why does this matter in education? And why is the distinction between practice and perfect practice important for educators to own the necessity of formative assessment and knowing when students are ready for release? The Basics of Application Who we are, what we do, our character and personality, our reactions and interactions, and our general demeanor are shaped by knowledge, skills, dispositions, and context. Where do we develop these? Well, in life, really. But the most powerful and important profession for mankind has a moral imperative to develop the knowledge, skills, and dispositions in our students. There are just a few things that need to take place before our kids are ready for release. Acquisition How students acquire what we want them to learn is no accident. Instruction is intentional. When we want them to learn subject-verb agreement, different chemical reactions, what happens when we divide by zero, and how to conjugate the verb estar, they must come in contact with CORRECT information about that knowledge. We model. We explain. We engage. We provide structured opportunities to try it out with supports in place - textbook, internet, peers, teacher assistance, etc. Balanced Assesment and Feedback With feedback, the student comes closer to knowing and owning, and at some point in this cycle, the student is ready for release. Either the student or the teacher will recognize this moment. In the most powerful of learning experiences, they determine the moment when the student is ready for release collaboratively, as partners in the process. Independent Practice At some point in the process, it is important for both partners to recognize release points. The independently-produced evidence is an artifact in the student's learning process that clearly indicates whether or not he or she has "arrived." This is the next important step for the teacher - ensuring that the student does indeed "have it" before any more practice is to be completed. Reflection When the partners agree, then there is a critical moment for reflection of the learning. I believe learning occurs at the point of feedback, and growth happens when a person reflects on that learning. For the knowledge, skill, or disposition to "stick," both feedback and reflection must be a part of the process. But only AFTER the student and teacher agree the target has been reached. Then, and only then, is the student ready for perfect practice. Before you assign independent practice, including homework, make certain that both you and the student know they are ready for release. Figure 1. A proposed model for releasing students for perfect practice. At the model's core, students acquire knowledge, skills, and dispositions. They are provided an opportunity to practice with support, receiving feedback along the way, before an independent attempt. After feedback, students reflect on their learning and are released for "perfect" practice. Independent practice should be reserved for when both the student and the teacher agree that the student is ready for release. Knowledge, Skills, and Dispositions
Every single thing we ask students to do, should follow this proposed pattern. That includes:
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