4.3 Deliberate practice
The principle of deliberate practice (Ericsson and Pool, 2016) is to isolate key features of expert teaching, break these down and practice individual elements outside of the classroom without the distractions inherent in working with ‘live’ students. The idea is to build fluency in a range of teaching strategies which is likely to be particularly beneficial for novice teachers who may for example, struggle to simultaneously manage the behavioural and instructional demands of a classroom until they have automated some high quality approaches (Felton, 2007)
This section will explore 3 mentoring strategies a skilled mentor can utilise to support deliberate practice.
- Modelling
- Scripting
- Co-planning
This short quiz will guide you to consider implementation of the 3 strategies as a mentor.
For each question consider which strategy might you employ in your role as a mentor?