Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
Independent practice
Independent
practice
involves
completing work
independently, with
the
teacher monitoring
student
responses.
Independent
practice
assists
students
to
become more
fluent
in
a
skill
or
strategy
and
to
consolidate
their
knowledge.
Practice
should
be
planned
and
implemented
over
time
and
be
applied
to
as many
relevant
situations
as
possible
to
assist
students with
generalisation.
Prior
to
independent
practice,
the
student must
have
accurately
acquired
the
necessary
knowledge,
skills
and
strategies.
Independent
practice
involves
the
teacher:
•
providing
an
appropriate
learning
sequence
•
carefully
selecting
examples
specific
to what
individual
students
need
to
practise
•
monitoring
student work
•
providing
students with
feedback.
Independent
practice
includes:
•
independent
reading
and writing
activities
•
worksheets
•
instructional
games
•
computer
programs
•
contracted work.
Feedback
How will
feedback be provided?
Appropriate
feedback
during
and
following
learning
experiences
assists
students
to
consolidate
learning.
Feedback
involves:
•
providing
frequent,
specific,
immediate
and, where
appropriate,
corrective
feedback
about
student
responses
•
immediately
correcting
errors
that will
affect
learning
•
asking
students
to
build
on
incomplete
responses
or
redo
incorrect
responses
•
providing
opportunities
for
students
to
reflect
on
small
improvements,
eg
the
teacher
may
say
‘You
spelled
nine words
correctly
today. That’s
better
than
yesterday.’
•
linking
prior
or
future
learning,
eg
the
teacher may
say
‘You
didn’t
know
that word
so
you
reread
the
sentence
to
help
you
check
your
predicted meaning
– well
done’
•
providing
specific
feedback
on
student
effort,
eg
the
teacher
says
‘Well
done,
you
kept
redrafting
the
sentence
until
it was written
correctly.’
Phases of
learning
Students move
through
phases
of
learning when
developing
knowledge,
skills
and
strategies
as
illustrated
in
the
following
table. The
students’
phase
of
learning
assists
teachers
in
identifying
the
extent
to which
something
should
be
learned
and
the
next
programming
step
(Mastiopierri &
Scruggs
2002).
19
Teaching
and
learning
cycle
English K–6