In the first part of this two-part article, I attempted to provide a rationale for deliberate practice being an important part of teacher development. In part two, I offer a case study of how we have developed deliberate practice, learning from some mistakes along the way. Just before I dive in, I will quickly outline what deliberate practice is.
Deliberate practice is specific training activities, designed by a leader to specifically improve aspects of performance through repetition, feedback and further refinement (Ericsson & Lehman, 1996).
The difference between simply doing something over and over again and even what we might call “purposeful practice”, is that the goal is not set by individuals striving for excellence but is guided directly by the accomplishments of those who have achieved greatness in their field, the paths they took, and the methods they used.
Register now, read forever
Thank you for visiting Headteacher Update and reading some of our content for professionals in primary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcasts
-
New content and e-bulletins delivered straight to your inbox every Monday
Already have an account? Sign in here