Practice Style-B

Develops independent and private practice of a memory/reproduction task while receiving private feedback from the teacher.


The defining characteristic of the Practice Style is the initiation of independence by making nine decisions while practicing a memory/reproduction task and receiving private and individual feedback from the teacher.     

The Anatomy

In the Practice Style, the teacher’s role (T) is to make all subject matter and logistical decisions (pre-impact decisions) and to provide private feedback to the learners (post-impact decisions). The role of the learner (L) is to individually and privately practice a memory/reproduction task while making nine specific decisions:  location, order of the task, starting time per task, pace and rhythm, stopping time per task, interval, initiating questions for clarification, attire and appearance, and posture.  These decisions are the initial decisions for the development of independence. 

anatomy of style image

*The arrow represents the decision shift from the Command Style-A to the Practice Style-B.

Subject Matter Objectives

When the Practice Style is achieved, the following subject matter objectives are emphasized:*

  • To practice by oneself reproducing the model
  • To activate memory cognitive operations necessary for the task
  • To acquire and internalize content from private practice
  • To realize that proficient performance is related to task repetition
  • To realize that proficient performance is related to knowledge of results through feedback
  • Others

Behavior Objectives

When the Practice Style is achieved, the following behavioral objectives are emphasized:*

  • To experience the beginning of independence by making the nine decisions
  • To develop initiating skills in the nine decisions
  • To realize that decision making accommodates learning the task
  • To initiate an individual and private relationship between the teacher and learner
  • To learn to respect others' rights to make decisions in the nine categories
  • To learn to be accountable for the consequence of each decision, for example:
  • Relationship between time and tasks
  • Regulation of one's pace and rhythm
  • Consequences of use of time
  • To develop trust in shifting and making the nine decisions
  • Others

*Not all subject matter and behavior objectives are the focal point in every teaching episode.  The task determines which objectives are the primary focus of the learning experience and which are supporting objectives.

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