Practice Perfect

I have been thinking a lot and having many conversations with a variety of people about our scholars' independence (or lack of) in reading and writing.

Why is the move from guided practice to independence so difficult?
How do we truly know if they are independent?
How do we find time for them to practice what they really need to practice and what should they really be practicing?

These are some of the questions that are rattling around in my head. I don't pretend to have answers to these questions, but I do have thoughts about them. There are some posts I have read by others who are more articulate and probably lots smarter than me about this topic. You can read about one view on the apparent shift in our practice from the "Gradual Release of Responsibility" to the "Sudden Release of Responsibility" in this post by Teachers to Teachers.  At the end of each lesson study, the group of teachers discusses their "take aways" or what shifts they will try and make in their practice to improve student learning. Frequently, the idea that we move our scholars towards independence way too soon comes up. We provide a minilesson, some guided practice and then are surprised when they can't perform independently.Why do we feel compelled to move so quickly through lessons? Is it because we feel strapped by time, the feeling of too much to "cover" and not enough time to get through it all? (pacing guides anyone?) "Less is More" is a refrain we often sing during our debriefs.

The importance of practice can not be taken lightly. I read somewhere (I can no longer find the source) that the best time to practice is when you have it right. I think we rob our scholars of the opportunity to practice as much as they should to really own a skill or strategy if we move them on to a new task, the next learning target as soon as they show us that they "have it". Do they really "have it"? Independently? When we aren't looking or telling them to use a particular skill or strategy, do they do it on their own? This is the power of the workshop model for reading and writing; that independent practice is built in, expected, valued, and accountable. There is a huge difference between practicing a skill or strategy in isolation, which will undoubtedly improve the ability to perform that skill or strategy (also important), and practicing using that skill or strategy in real world applications. All of that being said, it is also important to be sure our scholars are practicing when they have it right - it is not helpful to practice incorrectly. The book "Practice Perfect" by Doug Lemov states "The mere fact of doing something repeatedly does not help us improve...what we need is practice - real practice, not mere repetition...practice makes permanent." (pg xii).  I believe it is essential to be certain our scholars are practicing correctly by observing, conferencing,  setting goals with them and giving feedback before releasing them to practice independently. It is a big responsibility, but one we need to own if we want our scholars to truly be independent practitioners of their learning.

What are your thoughts? Post a comment!