B. Select a skill or concept appropriate to your area of emphasis. Write an essay
(suggested length of 2–3 pages) in which you:
1. Describe how to adjust guided and independent practice for a skill or concept that is
a. Students experiencing difficulty understanding the skill or concept
b. Students progressing at a faster rate than average
2. Include five techniques appropriate for monitoring student performance in order to
adjust interactive instruction based on an analysis of student performance during the
instruction (e.g., daily review and prerequisite checks, presentation of new concepts,
guided practice, independent practice, weekly and monthly reviews).
3. Describe how you might adjust instruction using two of the techniques from part B2
to reteach, remediate, and/or accelerate student performance as feedback data
directs. (Be sure your instructional provisions address the needs of students
experiencing difficulty as well as students progressing at a faster rate than average.)
Guided and Independent Practice
Guided and independent practice provides an environment that students will feel safe in to mold their knowledge and skills. It is the responsibility of the teacher to determine whether or not the objectives being covered are working as intended according to the lesson plan. Proper execution of instructions depends on the teacher monitor student comprehension of the material. If the students show signs of confusion then the teacher must review the missed concepts or themes that need clarification. If the teacher fails to recognize student misunderstanding or confusion then moving on with the material can be counterproductive.
For effective student practice to take place the teacher must know when they can and cannot move on with the instruction. The teacher should utilize Bloom’s taxonomy and ask more complex questions to challenge the students and constantly push students towards the end goal. There are a variety of techniques appropriate for monitoring student performance in order to adjust interactive instruction based on an analysis of student performance during the instruction.
Daily Review can be used to attain information of student understanding. When using daily review the teacher should began their lesson with a short review that includes previously covered material, homework or any prior knowledge that would be relevant to the lesson for the day. These reviews can ensure that the student has a grasp on the skills needed to for the lesson objectives. Daily review can include having the student’s grade and correct each other’s homework, asking the class about the difficulties noticed while doing the homework assignment, reviewing the concepts that were necessary to do the homework, a short quiz similar to the homework assignment and reviewing the skills that need additional learning.
Presenting new material follows the daily review. The teacher should begin the presentation first by focusing the student’s attention on what the days learning objectives are and what they are going to do. Then, the teacher should proceeded to teach new material "in small steps" (Brophy & Good, 1986), and only taught one point at a time. The presentatio