Deliberate practice

Also known as: intentional teaching, targeted teaching, contexts for practice

Deliberate practice refers to practice that is purposeful, necessary and targeted to support specific learning goals for students. It:

  • may be implemented by educators as part of whole-class teaching, in small groups or to individuals
  • enables students to have multiple, meaningful and varied opportunities to develop their confidence in applying their skills and understanding
  • should involve opportunities for students to receive feedback to move their learning forward.

Quiz programs

ICT templates

How to use with ICT

There are a wide range of applications and platforms that can be used to create deliberate practice for students. Many tools across Microsoft, Google and Apple products lend themselves to support templates that can be customised for this purpose. Keynote and Pages allow users to design deliberate practice that includes opportunity for multimodal responses including, text, audio, video and drawing.

 

While both Microsoft Forms and Google Forms have quiz functionality and work well with OneNote and Google Classroom, respectively to provide students with immediate feedback to build skill and change behavior. Most quiz applications are user-friendly enough that students can learn to use them quickly and design their own quizzes.

 

Single computer

Can be used in daily activity rotations. 

External resources

Links to resources and PL
Title Link Description
Australian Society for Evidence Based Teaching  Deliberate Practice in Education An educational article explaining what deliberate practice is and why teachers should make use of it. 

Personalised learning

Disability, Learning and Support

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.

 

For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.

 

High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.

 

Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.

 

Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.

 

For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.