The Handbook for the New Art and Science of Teaching. Robert J. Marzano

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      Source: Marzano Research, 2016.

Figure 4.1: Guided practice planning guide.

      Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

       Close Monitoring

      When students are learning a new skill, the teacher provides a highly structured environment and monitors student actions very closely to correct early errors or misunderstandings. As students become more adept with a skill, strategy, or process, the teacher encourages them to monitor their own progress and evaluate their own performances.

      Use the following techniques to implement close monitoring in the classroom in a way that scaffolds the attainment of a skill, strategy, or process for students.

      • Break procedures or processes into steps or chunks so that students can easily practice each piece.

      • Model each step of the procedure or process.

      • Ask students to work independently only when you have completed modeling the step so that you are available to observe their actions.

      • Observe students as they practice each step. Only move on to the next step in a procedure or process after every student has completed the first step correctly.

      • Gradually move students from simple examples to more difficult examples. One way to do this is to have students simply imitate or replicate your actions at first and then gradually have them execute the skill, strategy, or process on their own.

      • When students are first learning processes or skills, ask them to repeat information in chorus. As students grow familiar with the information, call on individual students for answers or explanations to a question.

      • Stop the whole class when you notice a pattern of errors in the students’ performance of a skill, strategy, or process. Explain the errors to the class and have them practice that specific element of the procedure several times.

      • Once students are able to complete the skill, strategy, or process independently, place students in small groups and have them complete several problems within the group. Ask each group member to contribute to the completion of the task and speak up if the group has made an error.

       Frequent Structured Practice

      When students are learning a new skill or process, the teacher first provides a clear demonstration of it. After this demonstration, students should have frequent opportunities to practice discrete elements of the skill or process and the process as a whole in situations where they have a high probability of success. Students should experience success multiple times before moving away from this type of practice. Figure 4.2 (page 68) can help guide your use of this strategy.

       Varied Practice

      Once students have engaged in frequent structured practice, they begin practicing a skill or process in more challenging situations. Students should still experience success, but they might need to work a bit harder than was necessary during frequent structured practice. During this type of practice, the teacher should encourage students to monitor their progress with the skill or process and to identify their strengths and weaknesses.

      Students are ready to begin practicing a skill, strategy, or process in more challenging and varied situations when they can:

      • Summarize how to perform the skill, strategy, or process

      • Explain when to use the skill, strategy, or process

      • Write out a step-by-step procedure for performing the skill, strategy, or process

      • Describe the general use of the skill, strategy, or process

      • Execute the skill, strategy, or process independently