“Implementing Deliberate Practices for Academic Performance”
Through this Teaching Academy experience, you should be able to …
- Identify a deliberate practice activity aligned to disciplined learning priorities
- Design outcomes-based instructional activities
- Select or create pedagogies that facilitate student development of significant concepts and skills
- Assess student work or experiences to advance their learning
- Describe how student learning informs teaching
Glossary of theme related terminology:
Adaptive motivational beliefs
Deliberate practice : A regimen of effortful activities designed to optimize improvement. The most cited condition concerns the subjects' motivation to attend to the task and exert effort to improve their performance. In addition, the design of the task should take into account the preexisting knowledge of the learners so that the task can be correctly understood after a brief period of instruction. The subjects should receive immediate informative feedback and knowledge of results of their performance, The subjects should repeatedly perform the same or similar tasks.
Domains of expertise
Informative feedback/ educative feedback
Motivation (intrinsic and extrinsic)
Predictors of grades
Self-efficacy : Psychologist Albert Bandura defines self-efficacy as "one's belief in one's ability to succeed in specific situations or accomplish a task." Self-efficacy plays a major role in how one approaches goals, tasks, and challenges, including academic challenges. High self-efficacy individuals are more likely to set loftier goals for themselves, be more committed to their goals, and persevere than low self-efficacy individuals (Redmond, 2010). These behaviors are directly related to the eight qualities On Course identifies with student success; however, many of our students come to college with tattered levels of self-efficacy as learners.
Self-regulated practice/ learning
Other terms which you might encounter useful for discussion:
- Plant E., Ericsson K., Hill L, et. al. (2005) Why study time does not predict grade point average across college students. Implications of deliberate practice for academic performance . Contemporary Educational Psychology.
- Intrinsic motivation and deliberate practice are reciprocally related: Evidence from a longitudinal study of adolescent team sport athletes
- Deliberate practice. Is that all it takes to become an expert ?
- Sun T., Shriner C. (1999) Deliberate practice in teacher education: what teachers do for self-improvement Teaching and Teacher Education.
- The effect of a practice checklist on practice strategies, practice self-regulation and achievement of collegiate music majors enrolled in a beginning class piano course
- When quantity is not enough_ Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement
- Deliberate practice to advance teaching and learning of college-level applied skills
- Yong D. January 16, 2016 Explanatory Power of the Hierarchy of Student Needs
- Geller, S. Ted Talk The Pschycology of Self-Motivation
- Chickering A. and Gamson Z. (1987) Seven Principles for Good Practice in Undergraduate Education American Association for Higher Education Bulletin, p3-7.
If you would like to do a research search, follow this string/ strategy :
"deliberate practice" and ("academic performance" or "academic achievement" or "grade point average" or "educational success” or learning)
Education Source http://uclibs.org/PID/37518
Education: A SAGE Full-Text Collections http://online.sagepub.com/collection.dtl?coll=EDUC
Web of Science http://uclibs.org/PID/12610
*This default to a Most Recent sort, so I recommend changing it on the results page to a Relevance sort.