Deliberate practice is a method of focused, intensive training that has been shown to improve performance in a variety of fields, including music, sports, and chess. Recently, the concept of deliberate practice has been applied to the field of education, with the goal of improving teaching effectiveness. In this article, we will explore the concept of deliberate practice in teaching, its benefits, and how it can be implemented in the classroom.

What is Deliberate Practice?

Deliberate practice is a type of practice that is specifically designed to improve performance in a particular skill or area. It involves breaking down a complex task into smaller components, identifying weaknesses and areas for improvement, and then focusing on those areas through deliberate repetition and feedback.

The concept of deliberate practice was first introduced by Swedish psychologist K. Anders Ericsson in his 1993 paper, “The Role of Deliberate Practice in the Acquisition of Expert Performance”. Ericsson argued that it is not innate talent that makes individuals experts in their fields, but rather a combination of factors, including deliberate practice.

Ericsson’s research has been widely cited in the fields of music, sports, and other performance-based domains, where deliberate practice has been shown to be a key factor in achieving expertise. However, the application of deliberate practice to teaching is a relatively new concept.

Deliberate Practice in Teaching

The idea of deliberate practice in teaching is based on the premise that effective teaching is a skill that can be developed through intentional and structured practice. In order to improve teaching effectiveness, teachers need to engage in deliberate practice, which involves identifying areas for improvement and focusing on those areas through repeated practice and feedback.

According to a recent study by the National Center on Education and the Economy, deliberate practice in teaching involves four key components:

1. Setting specific goals: Teachers should identify specific areas for improvement and set goals that are clear, measurable, and achievable.
2. Focused practice: Teachers should engage in deliberate practice that is focused on the identified areas for improvement. This might involve practicing a particular teaching technique or skill, or focusing on a specific content area.
3. Feedback: Teachers should receive feedback on their practice from colleagues, mentors, or other experts in the field. This feedback should be specific, constructive, and focused on the identified areas for improvement.
4. Reflection: Teachers should reflect on their practice and the feedback they receive, and use this information to guide their future practice.

Benefits of Deliberate Practice in Teaching

Research has shown that deliberate practice in teaching can lead to significant improvements in teaching effectiveness. A study published in the journal Educational Researcher found that teachers who engaged in deliberate practice over the course of a year showed significant improvements in their teaching effectiveness, as measured by student achievement.

Another study, published in the Journal of Teacher Education, found that teachers who engaged in deliberate practice showed improvements in their ability to create a positive classroom climate, to engage students in learning, and to provide effective feedback to students.

In addition to improving teaching effectiveness, deliberate practice in teaching can also lead to increased job satisfaction and motivation. A study published in the Journal of Educational Psychology found that teachers who engaged in deliberate practice reported higher levels of job satisfaction and were more likely to stay in the profession.

Implementing Deliberate Practice in the Classroom

So how can teachers implement deliberate practice in the classroom? Here are some strategies:

1. Set specific goals: Identify specific areas for improvement and set goals that are clear, measurable, and achievable.
2. Practice: Engage in deliberate practice that is focused on the identified areas for improvement. This might involve practicing a particular teaching technique or skill, or focusing on a specific content area.
3. Seek feedback: Seek feedback on your practice from colleagues, mentors, or other experts in the field. This feedback should be specific, constructive, and focused on the identified areas for improvement.

4. Reflect: Reflect on your practice and the feedback you receive, and use this information to guide your future practice.
5. Collaborate: Collaborate with colleagues to engage in peer observation and feedback, or to share resources and strategies for improving teaching effectiveness.
6. Use data: Use data to monitor progress and evaluate the effectiveness of deliberate practice. This might involve tracking student achievement, collecting feedback from students and colleagues, or using self-reflection tools to assess progress.
7. Make time: Make deliberate practice a regular part of your teaching routine. Set aside time each week or month to engage in deliberate practice, and make it a priority in your professional development plan.

Deliberate practice is a powerful tool for improving teaching effectiveness. By setting specific goals, engaging in focused practice, seeking feedback, reflecting on practice, collaborating with colleagues, using data to monitor progress, and making deliberate practice a regular part of your teaching routine, you can develop your skills as a teacher and improve student outcomes.

While the concept of deliberate practice in teaching is relatively new, the benefits of this approach are becoming increasingly clear. By embracing deliberate practice, teachers can become more effective, more satisfied, and more successful in their profession.

References:

Ericsson, K. A. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14(2), 219–224.

Redding, S., & Walberg, H. J. (1994). Teacher effectiveness and student achievement: Research update. Northwest Regional Educational Laboratory.

Ronfeldt, M., Lankford, H., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36.

Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning, 23(2), 89–93.