Step 1 For Lesson Planning Anything: Practice On Your Own

Ok, auxiliares. We’re still working backwards. We know our objectives, key points, and how we will assess learning (Step 0).

The next step, Step 1, is figuring out what the student will do to prepare for the assessment.

This work is traditionally done independently (i.e. without the teacher) because the assumption is that the student needs less help/supervision than before. The student may check their answer against a key, but should not need to be reminded of each step in the process.

Note: the independent practice (or part of it) may end up being the assessment, or they may be two separate things. These questions will help you design this activity:


Practicing without teacher intervention

Practicing without teacher intervention


    What How will students independently practice the knowledge and skills required of the objective, so as to solidify their understanding of the key points prior to the assessment?  


    When and how could you support this practice?  


    What opportunities for remediation and extension will you provide? (Remediation = doing it again, correctly. Extension =  moving on to something harder.)


    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:


  1. I practiced hitting balls off of the tee on my own (when my dad wasn’t there) and then also sometimes when my dad was there.

  2. My dad did not intervene, even when he was watching me. He might have upon noticing a pattern of mistakes (e.g. dropping my arms 3 times in a row)

  3. Remediation: If he saw me repeatedly drop my arms, he may have asked, “Where should your arms be?” If I didn’t correct it, he probably would have raised my arms for me.

    Extension: If I hit every ball perfectly, he might have taken the tee away for the last ball and pitched to me underhand instead.

  4. Because it was just me, my dad didn’t need to say much.  If the whole team was there, however, he probably would have said, “Keep your hands to yourself”, “No pushing”, “Stay in line”—things like that.

What are some of your most common methods of implementing independent practice in your classrooms, auxiliares de conversación? List them below and check out some of our favorites in the shared resources section.