Opportunities for Practicing and Deepening Knowledge

KEY QUESTION: What do I do to help students deepen their understanding of new knowledge?

A well-structured introduction to new information, knowledge, content or a skill is crucial; however, to insure long term retention, equally well-structured and effective opportunities to apply knowledge and practice skills need to take place.

*Research indicates that these two elements play off of each other in a powerful and reinforcing manner.  Students cannot access new knowledge effectively without a solid foundation that is developed through exposure to existing knowledge in the form of practice and repetition.

Some questions for reflection:

• In lessons with new content do I begin with a systematic review of previous learning
• Do I effectively place students in groups to review and practice previous material?
• Is my homework designed with a specific learning objective
• Do my homework assignments allow students to practice and deepen knowledge independently
• Do I engage students in activities that require an examination of similarities and differences between content 
• Do I challenge students to examine information for errors, fallicies, and strength of support
• Do I create opportunities for independent practice For guided practice if students cannot perform the skill, strategy, or process independently
• Do I create opportunities for students to revisit and revise previous learning
• Do I frequently ask students to perform tasks beyond factual recall or memorization
• Do I engage students with an explicit decision making, problem solving, experimental inquiry, or investigation task that requires them to generate and test hypotheses 
• Do I provide reliable and worthwhile resources to guide students through independent problem solving

When asked, can students:

• Describe the previous content on which the new lesson is based
• (While in groups)  ask each other probing  questions and offer and obtain useful feedback from their peers
• Describe how the homework assignment will deepen their understanding of informational content or help them practice a skill, strategy, or process
• Explain or produce artifacts which reflect similarities and differences
• Point out errors in reasoning or procedure
• Perform the skill, strategy, or process with increased confidence and competence
• Explain or correct errors or misconceptions they had about content
• Explain the hypothesis they are testing and point out if it was confirmed or disconfirmed
• Create artifacts which reflect decision making, problem solving, experiential inquiry, or investigation
• Seek out the teacher for advice and guidance regarding hypothesis generation and testing 
• Identify where to turn to or begin when stuck or struggling

*Research Citations

1. Anderson, J. R. (1995). Learning and memory: An integrated approach. New York: Wiley.
2. Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford Press.
3. McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of Educational Research, 75(4), 531–566.
4. Rosenshine, B. (2002). Converging findings on classroom instruction. In A. Molnar (Ed.), School reform proposals: The research evidence. Tempe, AZ: Arizona State University Research Policy Unit. 
5. Collie, A., Maruff, P., Darby, D. G., & McStephen, M. (2003). The effects of practice on cognitive test performance of neurologically normal individuals assessed at brief test–retest intervals. Journal of International Neuropsychology Society, 9(3), 419–428.
6. Costa, A. L. (Ed.). (2001). Developing minds: A resource book for teaching thinking (3rd ed.). Alexandria,VA: Association for Supervision and Curriculum Development.
7. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.