Step 2 For Lesson Planning Anything: Guided Practice

Guiding student through targeted practice

Guiding student through targeted practice

We have our independent practice already created. Going back a step, we need to guide the student through the process first with more direct help from the teacher.

The next step, Step 2, is figuring out how the teacher can best guide the student through the information or steps.

This work is traditionally done together with the teacher. You may be familiar with the term “I do, we do, you do.” This is one way to express the idea of slowly giving students more control of their learning in this process. Basically, you are using many, many checks for understanding to see how well students comprehend the material—and are then using this feedback to, in real time, make changes to your explanations and practice exercises.

Here are some questions that will help you plan this section:


Step 2: GUIDED PRACTICE

  • Knowledge/Skills:

    How will students practice the knowledge/skills required of the objective with your support, such that they continue internalizing the key points?

  • Practice:

    How will you provide students with multiple opportunities to practice, using exercises of different difficulties?

  • Checks for Understanding:

    How/when will you check for understanding? How will you address misunderstandings?  

  • Expectations:

    How will you clearly state and model behavioral expectations? Why will students be engaged?


We’re going to use my dad’s lesson described in How to Teach Anything to give examples of this step.

it would look something like this:


Step 2: GUIDED PRACTICE

  • Knowledge/Skills:

    We repeated the hitting motion ten times with my dad’s hands guiding mine and no ball on the tee. Then we practiced with balls on the tee, his hands still over mine.

  • Practice:

    Easy: without balls on the tee. Harder: with balls on the tee

  • Checks for Understanding:

    My dad monitored my performance by holding most of the bat’s weight in his hands, and adjusting my swing if it was wrong.He repeated instructions as needed, and if I said something incorrect (e.g. “My legs are supposed to be straight, right?”), then he told me the correct answer, explaining if need be.

  • Expectations:

    I was engaged because baseball was my favorite sport. Stating and modeling behavior wasn’t really necessary as it was just 1-1, but I think unstated expectations included:

      • Movement: Move how/when dad tells you to

      • Voice: Don’t talk when dad is talking

      • Participation: Always do what dad says

What are some other “must ask” questions when you are planning your guided practice activities?