Before you model, tell those for whom you are modeling what to look for. The author makes the observation that many times “shadowing” or “mentoring” is ineffective because the mentoree does not know what they are looking for. This happens in the choral rehearsal many times when I model or play a recording. After […]
PRACTICE PERFECT RULE #11: NAME IT Name each skill or technique you have identified as an important building block for outstanding performance. Monitor the use of this shared vocabulary: use the names, ask staff to use them, and then ensure that the names are being used correctly. Create a name for warm-ups, technique drill, […]
When teaching a technique or skill, practice the skill in isolation until the learner has mastered it. Uncover and retrain when compensatory skills are masking the need for isolated skill development. Confession, my students are masters at compensating for what they don’t know. Unfortunately, I am such a master teacher that I have learne how […]
Use data to pick out the top performers. Observe and analyze performance data to discern what skills top performers have in common. Analyze and describe those skills in terms that provide a clear map to others who want to replicate them. Training, training, training. I just sat in a rehearsal with Helnuth Rilling rehearsing the […]
Strive to ask participants to redo an action differently or better rather than just telling them whether or how it could have been different. Try to shorten the feedback loop and achieve correction as quickly as possible after an action that requires intervention. Always maintain a teaching mentality and focus on the solution (“cut more […]
Mr. Matlock, “Can we please just sing through the whole song today?” Some students don’t understand the difference between scrimmage and drill. On the other hand, sometimes when a student asks the above question I know that I have drilled them “in the ground” and need something to freshen up rehearsal — time to modify […]
This is for teachers. I know it is true. Why can’t I make the time to plan like this? Replace the vague idea of a “purpose” with a manageable and measurable objective that is made ahead of practice and gives mastery guidance. Teach skills in a sequence of objectives of increasing complexity. Include objectives that […]
I hear it many times. “I know this part. I don’t need to practice this section, it is my best one.” Can weaknesses be overcome through developing your strengths? This chapter points to the answer being, “yes.” Strengths can be great leverage!! So use them. Identify and practice areas of talent as well as areas […]
Stress learning skills all the way to automaticity so that participants can use them automatically–and before they consciously decide to. Build up layers of related automated skills so that participants can do complex tasks without actively thinking about them. Automate fundamentals, but also look for more complex and subtle skills that may also respond to […]
identify the 20 percent of things you could practice that will deliver 80 percent of the value. Practice the highest-priority things more than everything else combined. Keep practicing them: the value of practice begins at mastery! Save time by planing better in advance. Engage participants by repeating productive drills with minor variations instead of constantly […]