Guided Student Practice

Presentation of stimulus material is followed by eliciting practice in the desired behavior. The purpose is to help the students become firm and in the new material. This is effectively done by:.

Create as nonevaluative an atmosphere as possible;

Guiding for student understanding and areas of hesitancy

Correcting errors

Providing for a large number of successful repetitions.

Guiding a student practice is made by Prompting.

Verbal prompts (VP)

Gestural prompts (GP)

Physical prompts (PP)

Prompting is an important part of eliciting the desired behavior, because it strenghens and builds the learners’ confidence by encouraging them to use some aspects of the answer that have already been given in formulating the correct response.

Prompts	Definition	Examples
VP	VP can be cues, reminders, or instructions to learners to help them perform correctly the skill you are teaching.	“Leave a space between words” reminds him what you previously said about neat handwriting
GP	GP model or demonstrate for learners a particular skill you want them to perform.	Make a “push” gesture with your hand, you would be promting, or reminding, the student to perform this step of the process.
PP	With a PP, you use hand-over-hand assistance to guide the learners to the correct performance.	You might verbally describe how to form the letter and demonstrate this for the learner and the learner may still be unable to write a correctly. In such a case you might use your hand to guide the learner’s hand as the writes.

Use Forms of Prompting

Types	Definition
Least-to-Most Intrusive Prompting	Verbal prompts are least intrusive, while physical prompts are most intrusive. It would be more appropriate , first, to say “don’t forget the fine adjustment!” when guiding a learner in the use of a microscope than to take the learner’s hand and physically assist her.
Full-Class Prompting	You can also check for understanding and prompt for correct responses using the full class. The teacher asked all the students to respond privately at the same time and then encouraged them to ask for individula help

  Feedback and Correctives

You need strategies for handling right and wrong answers. Based on several studies it is identified that there are four broad categories of student response.

Correct, quick and firm (CQF)

Correct but hesitant (CH)

Incorrect due to carelessness (IC)

Incorrect due to lack of knowledge (ILK)

	Explanations	Best FC
CQF	Such a response most frequently occurs during the latter stages of a lesson or unit.For most learning that involves knowledge acquisition, make steps between successive portions of your lesson small enough to produce approximately 60% to %80 correct answers in a practice and feedback session.	Your best response to a CQF student response is to ask another question of the same student. This inceases potential for feedback or, if time does not permit, to move on quickly to another question and student. Once 60% to %80 right answers are produced, you will have created a rythm and momentum that heighten student attention and engagement and provide for a high level task orientation
CH	This type occurs frequently in a practice and feedback session at the beginning or middle of a lesson. Positive feedback (“Good” or “that is correct”) to the student who supplies CH response is essential.	Affirmative replies seldom effect significant change on a subsequent problem of the same type. Discovering the precise reason for a hesitant response is desirable but it takes time. A quick restatement of the facts , rule needed to obtain the right answer often accomplishes the same end more efficiently.
IC	As many as 20% of student responses fall into this category. When this occurs, you feel that they really know the correct response, you may be tempted to scold, admonish, or even verbally punish students for responing toughtlessly.	Verbal punishment rarely teaches students to avoid careless mistakes.Emotional reaction rarely has positive effect, so best procedure is to acknowledge that the answer is wrong and to move immediately to the next student for the correct response. You will make a point to the careless student that he or she lost the opportunity for a correct response and the praise that goes with it.
ILK	Such errors typically occur, sometimes in large numbers, during the initial stages of a lesson or unit. The goal is not to get the correct answer from the student but to enagage the learner in the process by which the right answer can be found.	It is better to provide hints, probe, or change the question or stimulus to a simpler one that engages the student in finding the correct response than to simply give the student the correct response.