Learning Objectives
Understanding the research and core components of spaced versus massed practice.
Determining the types of concepts which best fit spaced practice.
Determining the amount of space between repetition or practice of concepts.
Applying spaced practice to identified concepts.
Planning for classroom application.
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving
the quality of instruction.
S pac e d v s Ma s sed Prac t ic e P ro file
Essential Function
Exemplary proficiency
Ideal Implementation
Proficient
Close to Proficient
(Skill is emerging, but
not yet to ideal
proficiency.
Coaching is
recommended.)
Far from
Proficient
(Follow-up
professional
development and
coaching is
critical.)
Educator provides repeated
instruction and distributes
1 practice of a skill/concept
over extended period of
time.
Educator plans for and provides instruction and
practice in a repeated fashion consistently spaced
over time.
Educator consistently
plans for instruction
and practice in a
repeated fashion
consistently spaced
over time.
Educator varies instruction,
examples, models, and
2 context of concept and/or
skill allowing for distributed
study.
Educator provides at
least 3 varying
repetitions for each
concept.
Educator provides at
least 2 varying
repetitions for each
concept.
Educator provides at
least 1 varying
repetition for each
concept
No varying
repetition for
concepts/skills is
provided.
Educator consistently plans for and tracks spacing
of concepts/skills.
Educator consistently
plans to track
spacing of concepts/
skills as indicated in
lesson plans.
Educator does not
track spacing of
concepts/skills.
Educator self-monitoring
pacing of repeated
3
instruction and intervals
between practices.
Instruction and
practice are not
spaced over time.
*Evidence: Fidelity Checklist, Student Data
25