MODEL OF TEACHING: PRACTICE AND DRILL

Guidelines for Teaching Practice and Drill

The mention of practice and drill summons up images of the old-fashioned school master, the
drill master who made learning a repetitive response whereby students either memorized their
lesson or experienced the teacher’s wrath. However, practice and drill is an instructional method
that does serve certain purpose well. It can help students learn (and reinforced) content material
and is often proceeded by teacher input of content.

Note that practice and drill does NOT include busy work activities, back to the basics approach
or seatwork activities.

Guidelines for Implementing Practice and Drill

1. Practice must follow understanding and can enhance understanding.

2. Practice is more effective if students have a desire to learn what is practiced.
3. Practice should be individualized. (At least one of the practice activities)
4. Practice should be specific and systematic.
5. Practice should be intermixed with different materials and parts of the lesson.
6. Practice a few skills rather than many skills.
7. Practice should be organized so that students experience high rates of achievement
8. Practice should be organized so that students and teachers have immediate feedback.
9. Practice materials should be used for diagnostic purposes
10. Practice materials should provide progressive continuity between learning task.

Guidelines for writing a lesson plan illustrating Practice and Drill.

1. Include all the required components up to the introduction.

2. Use the deductive approach to present the concept.
3. Use materials to provide individual practice. Use pair sharing to facilitate social
interaction.
4. Teacher must observe and provide feedback.
5. Teacher provides additional practice which should build on the first. (New, or additional
materials should be used. Not the same ones from the first practice.)
6. Students can practice in peers or groups not exceeding four.
7. Teacher gathers observes, ask multiple questions to gather feedback and reinforces
concepts.
8. In the conclusion, students must be provided with a task for diagnostic purposes.

Reference:
Freigberg, H,. & Driscoll, A. (2002) Universal teaching strategies. (3rd Ed.) Allyn and
Bacon. MA.
 Sample Practice and Drill Lesson Plan

Date: February 14th, 2018

Class: Standard 4
Subject: Math
Topic: Integers
Sub-topic: Adding Integers
Time: 60 min. (9:00 a.m. – 10:00 a.m.))
References: Adding Integers. (n.d.). Retrieved from https://www.math-drills.com/integers.php
Smith, C., & Dossey, B. (1989). Essentials of Mathematics. Texas, USA. Addison
Wesley.
Previous Knowledge: Children can identify and represent integers using integer tiles.
Learning Outcome:
7.8. Addition and subtraction: use formal algorithm up to 5-digits; develop formal algorithm for
proper fractions with like denominators; add and subtract decimals with and without regrouping;
add and subtract with negative numbers (do concrete).

Objectives:
Having discussed the rules of addition and subtraction of integers, children will be able to:
1. Apply addition of integers rules correctly to given problems. (C)
2. Demonstrate flexibility in representing opposite integers, using a number
line.(A)
3. Illustrate examples of addition problems with integers using money. (P)

Concepts:
 When integers have the same sign, add the integers. The sum will have the same
sign as the integers.
Examples :( +7) + (+8) =+15
(-9) + (-4) = -13
 When integers have different signs, find the difference between the two
numbers. The sum will have the sign of the integer with the largest absolute
value.
 Examples :( +8) + (-5) = +3
(+4) + (-9) = -5

Skills: Observe examples of addition of integers

Create examples of addition of integers
Discuss rules for addition of integers

Attitude: Awareness of the rules for adding integers.

Cooperation with each other while working collaboratively

Materials: integer tile, papers, pencils, number lines, whiteboard and dry board marker
Linkages: Language Arts (writing examples of word problems)
Social Studies (using timelines)

Introduction:
 Have children in groups of 4”s
 Each group will be provided with a problem
 Provide students with integer tiles and have them explore how to represent the
given problem with the tiles.
 Remind students that the red tiles are positive and the white tiles are negative.
 Have students share their strategies.

Development:
 Present class with a number line
 Illustrate to students how to use the number line
 Have students form pairs with their right shoulder partner
 Provides each pair with a number line with 2 given problems.
 Encourage children to work problems and explain how they solved the problem using the
number line.
 Teacher will provide each pair with two word problems about money, using the money
from the game monopoly.
 Each group will share their problem and solution with the class using the money.
  Review the rules for adding integers.
 Encourage children to come up with one problem using one of the rules explained.
 Teacher call on volunteers to share their examples and explain to the class.
 Students practice one problem for each rule.

Closure:
 Review rules of addition of integers
 Students will share one example problem for each rule and the class solve for the answer
together.

Conclusion:
 Children will be provided with paper to create problems depicting the 4 rules of integers.
 Children will then exchange their written problems, with a person beside him/her and
find the solution to the problems.

Extended Activity: Children will create a thermometer illustrating a number line and a word
problem that can be solved using the thermometer.

Evaluation:
 INDUCTIVE CONCEPT TEACHING

When teachers teach concepts inductively they have two goals. The first is to construct a
valid understanding of the concept. The second is for students to learn to analyze data and
think critically.

General Guideline Sequence Teacher Role Student Role

Examples Present examples Analyze examples to
1. Concept is defined + and help students to define concept
in terms of definition analyze examples to
characteristics extract essential
characteristic

Steps in the Inductive Concept Teaching:

1. Teacher presents positive and negative examples

2. Students analyze examples for essential characteristics (teacher assist through questions)
3. Additional positive and negative examples are presented and analyzed
4. Essential characteristics are discussed
5. Additional example used to reinforce and clarify concept
6. Students are provided with group activity to reinforce the concept
7. Lesson conclusion: provide individual activity to reinforce the concept.

Reference:

Kauchak, D. P., & Eggen, P. D. (2003) Learning and teaching: research based-methods (4th Ed.)
Allyn and Bacon.
 Sample Inductive Lesson Plan

Date:

Subject: Health Science

Class: Standard I
|
Topic: Food and Nutrition

Sub-Topic: Healthy Eating

Time: 1:10 – 1:40 p.m. (30 minutes)

References: HFLE Caribbean: Health and Family Life Education (2014). Appropriate Eating
and Fitness. Retrieved from
http://www.open.uwi.edu/hflecaribbean/appropriate-eating-and-fitness.

Ardley, B & N. A to Z of the Human Body (1996). New York: Oxford.

Previous Knowledge: Students can identify the various food groups.

Learning Outcomes:

3.2. Explain the benefits of eating a diet in which all food groups are consumed
adequately.

3.3. Design a variety of meals that represent healthy eating.

Objectives: Provided with materials, students will be able to:

1. explain the benefits of at least 3 healthy foods found in their homes (C)
2. construct a booklet of healthy foods (P)
3. appreciate the importance of eating healthy (A)

Concepts:
 Healthy food contains nutrients that are essential for the body.
 Nutrients give us strength to work and play.
 Healthy food causes our bodies to grow and repair when there is damage.
 Healthy food protects us from diseases and makes us strong and beautiful.
 Some examples of healthy foods are:

Fruits Vegetables Meat Grains Dairy

Skills:
 Observe images
 Read sentence strips
 Record observations
 Discuss observations

Attitudes: willingness to participate in activities

collaborate with peers in groups

Materials: color sticks, colorful images of healthy and unhealthy food items, realia of healthy
and unhealthy food items, sentence strips, typing sheets markers, construction paper, markers,
crayons

Linkages: Social Studies (Foods from Various Ethnic Groups)

Expressive Art (Visual Art)

Introduction:
 Students will review the names of the food groups that appear in the circles drawn on
the board.
 Students will be asked to search under their respective seats to locate an image of a
food item.
 They will each take turns to place their image in the appropriate circles drawn on the
board.
 Through a whole group discussion, students will confirm the accuracy of their
selections.

Development:

 Students will be issued color sticks

 Students will be asked to form groups of 5 using color sticks.
 Each group assembles at the station indicated by their color
 Students will be expected to record their observations while visiting each station.
  Teacher will ask students a question in order to guide students’ observation.
 Students will rotate to another station when timer sounds.
 This cycle will be repeated until students have visited all stations.
 Students will then reconvene to share their various observations.
 Teacher records students various observations on the board.
 Teacher continues to probe and motivate students to elicit more detailed
observations.
 Students will be sensitized to the importance of healthy food choices.

Closure:

 Students review the various healthy food choices and their benefits to their bodies
through question and answer.
Conclusion:

 Children will form pairs and design a nutrition booklet highlighting healthy food
choices for breakfast, snack, lunch and supper.

Extended Activity:
 Students will complete a nutrition log in which they record the various healthy
food choices they consume in a given week.
Evaluation:
 DEDUCTIVE CONCEPT TEACHING

The primary goal of the Deductive Concept teaching is to help students understand the
concept by linking the definitions to real world examples.

Additional Guidelines for teaching Inductive Concept teaching

General Principle Sequence Teacher Role Student Role

definition Define concept and Link definition with
1. Essential + example assist students to link examples
characteristics are definitions with
linked to examples examples

Steps in the Deductive Concept Teaching

1. Teacher presents definition and writes it on the board

2. Ambiguous terms in the definition are explained
3. Characteristics in the definition are linked to positive and negative examples
4. students categorize additional examples as positive and negative and explain their
rationale (In pairs)
5. Students provide additional examples and explain whether they are positive or negative
(Combining Pairs)
6. Conclusion- individual activity to reinforce concept

Reference:

Kauchak, D. P., & Eggen, P. D. (2003) Learning and teaching: research based-methods (4th Ed.)
Allyn and Bacon.
 Sample Deductive Lesson Plan

Class: Standard 4

Date:

Topic: Materials and Substances

Sub-topic: Three States of Matter

Time: 40- 45 minutes

Materials: Chart with definition of the three states of matter, typing sheets, balloons, flash cards,
markers, pictures of the three states of matter, water, and ice.

References: (APA format)

Previous Knowledge:

Children are aware that things are made of different materials and substances.

Learning Outcome:

26.1 Define matter and be able to describe and model differences in the arrangement of
molecules of matter in its three states. (e.g. models showing the spacing of molecules of water in
its three states: gas, liquid, solid)

Objectives:

Through observation and discussion children will be able to:

1. identify the three states of matter. (C)

2. arrange pictures under the correct category of each state of matter. (P)
3. appreciate the importance of materials and substances and their states. (A)

Concepts:

Matter can be grouped according to its various properties.

Most matters can be classified as solid, liquid or gas, all of which takes up space.

Solids and liquids have similar and different characteristics.

Solid takes up space and have a certain size and shape.

Examples of solid are: ice, table, buttons, and rocks.

Liquids have no shape of their own. They take the shape of whatever they are in.

Examples of liquids are: water, juice, soft drinks, and milk.

Gases have no definite size or shape. You cannot see most gases but you can smell gases and feel
a moving gas.

Examples of gas are: air, gas, steam

Linkages:

Language Art: - Descriptive Adjectives and Nouns

Art and Craft: draw and color a picture.

Skills:

1. discuss the three states of matter.

2. create a chart of the three states of matter.

3. classify the three states of matter.

Attitude:

Participate in group activity.

Develop awareness on examples for each type of matter

Introduction:

Teacher will play a guessing game with students.

Volunteers will be blindfolded and they will feel something in containers and they will guess
what they feel.

They will describe the substances.

Development:

Step 1.

1. Teacher will present a chart with the definition of three states of matter.
2. Teacher will explain the three states of matter: solid, liquid and gas.
3. Pictures and words of three examples and three non- examples of the different states of
matter will be displayed on the chalk board
Step 2.

4. Teacher will ask question and get feedback from students and develop a semantic map.
5. Students will be instructed to place the (six) pictures under the correct column on the
map.
6. Children will choose a picture from a surprise box and say something about it then they
will be asked to place the picture under the correct states of matter on the same chart.
7. Elicit from children other examples of the three states of matter that they use daily or see
in their environment.

Closure:

8. Place children in groups of four and have them observe the different state of matter from
balloons and write descriptive sentences.
9. Children will share their observation with the rest of the students in the classroom.
10. Both student and teacher will review the three states of matter.

Conclusion:

Have students draw and color pictures that represents the three states of matter.

Extended Activity:

Students will blow up balloons and then slowly release the air. Ask students to summarize their
observation.

Evaluation:
 THE GUIDED DISCOVERY APPROACH TO LEARNING

In discovery learning, students learn something new by finding it out for

themselves. The teacher must decide what children should learn and provide
guidance. The method is most effective when the pupils are involved in coming
up with their own discoveries, conclusions and generalizations.
It is a structured approach to learning in which the teacher consciously prepares
learning materials for children to observe and discover information.

In the guided discovery approach the teacher:

 Assumes the role of a guide or facilitator
 Allow pupils to become involved in the process of discovery
 Uses clues and guides students toward desired learning outcomes
 Stimulate independent thinking
 Monitors task and ask thought provoking questions
 Is supportive and provides positive reinforcement

Steps in Guided Discovery

1. Present a problem question or situation that is interesting or exciting and will provoke
student questions
2. Ask students to define or explain terms, working towards a precise definition of the
problem, question or situation to be studied.
3. Aid students in the formulation of specific questions to focus the inquiry and facilitate the
collection of data
4. Guide students towards a variety of resources, to provide the necessary data
5. Assist students in checking the data by clarifying statements or judgments about the
problem or situation
6. Support the development of a number of solutions, from which choices can be made.
7. Provide opportunity for feedback and revision. Assist in testing the effectiveness of the
solution.

Support the development of a plan of action (Freiberg, 1973a).

 Sample Guided Discovery Lesson Plan

Class: Std. VI

Date:

Subject: General Science

Topic: Light energy

Sub-topic: Reflection

Time: 45 minutes

Materials:
 Mirror
 Pot spoons
 Pens
 Paper
 Crayons, markers
 Newsprint
 Concave mirrors
 Box
 Ball
 Worksheet
 Table

References: (APA format)

Previous Knowledge: Children are aware that light travels in straight lines.

Learning Outcome:

33.1 Recall various forms and sources of energy.

Objectives: Using interactive activities, children will be able to:

1. Observe and record results of experiments in a table form.(P)

2. Compare and contrast the reflections (images) in each station. (C) (analysis)
3. Demonstrate an awareness of the importance of the uses of mirrors in real- life
situations.(A)

Linkages:

1. Expressive Arts (drawing)

 2. Language Arts (writing and reporting)

Concepts:
 Reflections are images seen in a smooth surface.
 Images in a plain mirror are upright and have the same size as the object.
 When light hits a curved shiny surface such as a curved mirror or a metal spoon it is
reflected in many different directions. This can make a face looks squashed or stretched.
 Images in an outwardly curved mirror are right way up and bigger than the object.
 Images in an inwardly curved mirror are upside down and smaller than the object.

Skills:

 Observing results of experiments

 Manipulating variables
 Recording data

Attitudes:

 Cooperate effectively in groups.

 Appreciate the knowledge gained on Reflection

Introduction:

 Teacher will display a box that contains a ball. A hole will be made on the side of the box
and the box will be covered.
 Teacher will ask for two volunteers. Each volunteer will get an opportunity to look
through the hole and say which object they see in the box.
 eacher will partially lift the cover of the box and ask for another volunteer to look
through the hole and say which object they see in the box.
 Teacher will ask, “Why can you see the object in the box?” ……..Keisha. Probing will be
done if necessary.

Development:

1. Teacher will give guidelines and rules for working in stations. Teacher will explain that
students will work in each station for eight minutes. After eight minutes has elapsed, a whistle
will be blown by teacher. This will indicate that students move to the other stations. Students will
then be required to complete the activities in the other two stations. (note: 1A, 2A, 3A rotation)
(1B, 2B, 3B rotation)

2. After students have rotated to the three stations, students will go back to their original station.

3. Teacher will clarify vague terms such as concave and convex.

4. Students will be divided into 6 groups of four according to the color of paper received. Each
color will be assigned to a specific work station. For example, students with yellow paper will be
assigned to work station 1B.

5. Six stations will be displayed; two of each station will have the same activities.

- Stations 1A and 1B, will have materials such as 2 plain mirrors, 2 pens, worksheet,
markers, crayons and newsprints.

- Station 2A and 2B will have materials such as 2 concave mirrors (shiny spoon), 2 pens,
worksheet, markers, crayons and newsprints.

- Stations 3A and 3B will have materials such as 2 convex mirrors (shiny spoon), 2 pens,
worksheet, newsprint, markers, and crayons.

6. In each station, students are expected to predict how the images will appear in the mirror
before observing the actual images. Students will record predictions on the worksheet.

7. With the use of mirror, have students observe their images and images of pen in the mirror
given. Based on observations, students will answer questions on worksheet and they will be also
be required to sketch observations of images. Students will have eight minutes to complete the
activity.

8. Have students analyze their results by comparing and contrasting the images seen in the three
types of mirrors (plain mirror, concave and convex). This will be done by completing a table that
contains the three types of mirrors. In each column, students will record observations of images.

9. One group will be randomly selected by choosing a colored paper from the bag. The group
will present their observations to the class.

10. Teacher and students will discuss the observations/results of activities.

11. Teacher will explain and relate the concept of light and reflection to the uses of mirrors in
real-life situations.

Conclusion:
Students will complete a matching activity on light and reflection. Have students give answers to
the activity. Teacher will provide feedback and summarize main concepts.

Extended Activity:

For assignment, students will be required to construct a periscope.

Evaluation:
 DISCUSSION APPROACH
Discussion is the interchange of ideas between students and their teacher or among students.

Setting the Stage:

Creating a trusting and positive classroom climate is a necessary prerequisite for discussion.
Employ the following guidelines for engaging students in a small group and whole class
discussion.

1. Present a topic, idea or concept to be discussed.

2. Teacher clarifies vague terms and provides a focus or background for discussion
3. The guidelines/ rules for discussing the topic, idea or concept is presented
4. Place students into cooperative learning groups for a period not exceeding 5-10 minutes
5. Provide each group with focus questions and supporting materials
6. Use effective questioning strategies to elicit responses from each
7. Encourage all groups to respond to ideas presented from the various groups
8. After eliciting responses from a group, the teacher is expected to use connected discourse
to summarize main points before eliciting responses from another group.
9. Main points are written on chart paper of chalk board using a matrices or semantic maps
10. At the end of the discussion, the teacher summarizes main concepts and ideas.
11. Provide group or individual students with reinforcement activities

Reference:

Freiberg, H, & Driscoll, A. (2000) Universal teaching strategies. (3rd Ed.) Allyn and
Bacon.
 Sample Discussion Lesson Plan

Class: Standard 4

Date:

Subject: Science

Topic: Animals

Sub- topic: Vertebrates

Time: 45 minutes

Materials: Bristol boards, flash cards, charts, pictures.

Previous Knowledge: Children can identify some animals around them and in their
environment.

Learning Outcome:

6.3. Construct and use simple dichotomous keys to classify different local animal species. (i.e.,
make and use dichotomous keys to classify animals based on observable physical characteristic
such as number of body parts, color, size, shape, smell, feel;

Objective:

Having defined vertebrates and discussed in their groupings children will be able to:
1.) become more aware of the different groups of vertebrates. (A)
2.) define the five (5) groups of vertebrates.(C)
3.) create a chart on the different groups and list some of their characteristics. (P)

References: (APA format)

Concepts:
 All animals can be classified as either vertebrates or invertebrates.
 Vertebrates are animals with an internal skeleton made of bone.
 Vertebrates are categorized into five main groups (birds, reptiles, amphibians, mammals
and fish).
 Mammals have lungs and breathe in air and all of them are warm-blooded and is covered
in hair.
 Birds are the only group of animals to possess feathers they also lay eggs.
 Fish are covered in scales and have fins and breathe through gills.
 Reptiles are animals that skin have scales, but no hair or feathers they have three-
chambered hearts (except for alligators and crocodiles, which have four-chambered
 hearts). They have claws on their toes (except those which do not have legs, such as
legless lizards)
 Amphibians are animals that skin is usually smooth and lacks scales, hair, and feathers.
They are dependent upon moisture and their skin must remain moist to aid in breathing.
They have three-chambered hearts.
They lack claws on their toes.

Linkages: Language Arts (writing)

Arts and Crafts (drawing and painting)

Skills:
1.) Classify types of vertebrates
2.) Complete a chart
3.) Write an essay

Attitude:

- Participate in the class discussion on vertebrates and their different characteristics.

- Appreciate the knowledge gained on vertebrates

Introduction:

Teacher will pass a ball around the class. When the teacher says, “stop the ball”, the student
with the ball will select a bag from the ‘Pandora Box’. The bag will contain a puzzle that will
need to be assembled. The child will then name the type of animal on the puzzle.

Development:

1.) An article will be read to the class on the different types of vertebrates.
2.) The different type of vertebrates and characteristic will be explained.
3.) Students will be ask to form groups of (3) three.
4.) Each group will be given a type/group of vertebrate to discuss using the guide questions
given by the teacher.
5.) Student will responds to the question by sharing their views within their groups.

Closure:

- Groups present to summarize all the vertebrates and their characteristics.

- Through questioning children will review the different types of vertebrates and the
groups they belong to.

Conclusion:

Children will remain in their groups and create a poster showing vertebrates in their
environment.

Extended Activity:

Student stays in their groups and uses the papers and pictures provided to make posters of
vertebrates and their characteristics.

Evaluation: