Rehearsal,+Repetition,+&+Practice


 * Rehearsal/Repetition/Practice**

Rehearsal/repetition/practice is a strategy whereby students engage in repeated encounters with facts, rules, patterns, skills, or procedures that need to be recalled and applied during current or future demonstrations of learning. This strategy may include self-cueing or self-talk throughout a process, or it may involve doing a task repeatedly. Rehearsal/repetition/practice can be applied across all curriculum areas and all ages to help students build a repertoire of readily available essential skills and knowledge – for example, multiplication tables. The strategy helps students recall the order or details of a procedure or strategy they frequently use in learning, (for example, what to do when they come to an unknown word in reading), thus building confidence and independence in learning.
 * Description**

The teacher:
 * Method**
 * makes decisions about which learning activities are necessary for individual students (e.g., practising cursive writing until it is faster than printing);
 * communicates the purpose of the information and the learning activity;
 * demonstrates how the smaller pieces fit into the larger picture;
 * engages students in meaningful application of the information acquired;
 * checks to see that students are learning what is required;
 * provides opportunities for students to practise.

Rehearsal/repetition/practice:
 * Considerations**
 * requires that understanding precede and accompany practice (e.g., math facts);
 * should take place in a context of purposeful activity (e.g., songs, rhymes, computer applications);
 * may refine and extend skill development or technique;
 * may require the use of specific tactics such as a warm-up, a predictable format with variations to enhance repetition, feedback to inform learning, or selection of specific parts of the whole for rehearsal focus.


 * Illustrations From The Mathematics Classroom**


 * Elementary**

The teacher asks students, working in pairs, to develop a simple dialogue consisting of a minimum of ten sentences. After practising in pairs, students join another pair and recreate a dialogue for four people.


 * Secondary**

Using accepted models of telephone etiquette, students create a dialogue consisting of a telephone inquiry to a resort to request information on activities. They rehearse their dialogues with their peers and the teacher. .