Students experience models of good work. This may range from observing the lecturer explain how an expert approaches an issue and noticing the key features to practising for themselves what they know, and don't know, and identifying ways of bridging this gap.
Use of model answers or worked examples
Students use model answers or worked examples to identify what they do and do not know.
They identify key steps, important features or aspects they found difficult to follow (either after attempting the same problem or with examples before a problem is attempted.)
Students see how an expert would approach a problem by engaging with detailed examples.
+Variations: Seeing teachers or tutors work through problems posed to them. This contrasts with lectures where problems well known to the lecturer are demonstrated.
An extension of this is the discussion of model answers and worked examples with peers.
Opportunities to practise working with the material involved in a module
Students work on problems or challenges associated with the material presented to them.
There are many occasions in which students are expected to acquire knowledge or skills without enough time to engage with the academic content they are expected to learn. Opportunities for practice should be embedded as part of any program.
How this is achieved will vary greatly depending on the type of course, student expectations and how they have been previously treated. It is impossible to learn skills without considerable practise.
Examples:
Students practice developing skills like spatial ability in engineering using simulated environments. See ALTC, 2009.
Students practice diagnosis, communication and clinical skills on a digital/ virtual patient in Pharmacy. See ALTC, 2009.
Developing an assignment in stages
Students rework their own work through progressive improvement and iterations. This may be the same work—eg rewriting the same report—or a staged task where the next step is added after revisions based on comments.
This enables students to experience producing high quality work, and to appreciate the features of excellent work, which is something they may not have engaged with previously.
Identifying when further practice is needed
Students control the pace of their learning. Progression through the course depends on completion of each task, as new material is not encountered until competence has been proven. This approach helps students develop a secure base for further learning.
'Mastery' approaches structure courses around units that need to be completed before moving on to the next, with tests that can either be passed, or not yet passed. There is no notion of failure, just not ready to proceed further now.
Such approaches have been used in mathematics, physics, economics, or in skill-based areas when considerable amounts of practice are needed to attain proficiency.
In time dependent courses (the most common in higher education), students fit in further practice alongside the introduction of new material.