Event 6: Elicit Performance

Practice Is Where Learning Happens

Here is a truth that traditional education often ignores: learning does not happen during presentation. Learning happens during practice.

When you watch a lecture, you feel like you're learning. Information seems clear, logical, even obvious. But try to recall or apply that information later, and the illusion shatters. This is the "fluency illusion"—the feeling of understanding that comes from following along with clear presentation, which disappears when the supports are removed.

Real learning—durable, transferable learning—requires active retrieval and application. The cognitive process is responding—actively retrieving information from memory and using it to perform a task. This act of retrieval and application strengthens neural pathways far more than passive re-exposure.

Research on the "testing effect" demonstrates this powerfully. Learners who practice retrieving information remember it far better than learners who spend the same time re-reading or re-watching. Practice isn't just assessment; it's a core learning activity.

This is why Event 6 is so critical—and why it's so often shortchanged. Instructors who love their content can spend 90% of a session on presentation (Event 4) and squeeze practice into the final minutes. This inverts the appropriate emphasis. The presentation exists to support the practice, not the other way around.

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Designing Effective Practice Activities

Effective practice is not busy work. It's carefully designed to achieve learning objectives.

Align to Objectives

Practice should match what learners are expected to do. If the objective is analysis, practice should require analysis—not recognition or recall. If the objective is performance of a procedure, practice should involve performing that procedure—not describing it.

Misaligned: Objective is "troubleshoot equipment problems"; practice is "list the steps in troubleshooting" Aligned: Objective is "troubleshoot equipment problems"; practice is "diagnose and fix simulated equipment faults"

Match the Context

Transfer is easier when practice resembles the real application context. Practice that differs significantly from real-world conditions may not transfer.

• If learners will perform under time pressure, some practice should include time constraints
• If learners will perform without resources, some practice should remove scaffolds
• If learners will perform in distracting environments, some practice should include realistic distractions

Progressive Difficulty

Start easier than the target performance, then increase challenge:

1. Guided practice with high support
2. Partial practice with reduced support
3. Full practice with minimal support
4. Challenge practice with complications or novelty

This progression builds confidence while ensuring learners reach target difficulty.

Spaced and Distributed

Multiple shorter practice sessions spread over time produce more durable learning than a single long session. If possible, design practice that extends beyond the single session.

Varied Practice

Practicing the same problem repeatedly produces narrow learning. Varying practice contexts—different problems, different scenarios, different conditions—promotes flexible understanding and transfer.

Narrow: Solve 10 identical equation types Varied: Solve equations that vary in structure, requiring learners to select appropriate strategies

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Types of Practice Activities

Problem-Solving Exercises

Present problems and have learners solve them using the new knowledge.

• Mathematical problems
• Case analyses requiring diagnosis and recommendation
• Design challenges requiring application of principles

Simulations and Role-Playing

Create realistic scenarios where learners practice in a safe environment.

• Customer service role-plays
• Emergency response simulations
• Leadership scenario practice

Case Studies

Present detailed, realistic cases for analysis and recommendation.

• Medical cases requiring diagnosis
• Business cases requiring strategic decisions
• Legal cases requiring argumentation

Hands-On Activities

For physical or procedural skills, direct practice with materials or equipment.

• Lab procedures
• Equipment operation
• Physical techniques

Production Tasks

Have learners create products that demonstrate competence.

• Write a paragraph
• Design a lesson plan
• Build a prototype
• Code a function

Discussion and Explanation

Articulating understanding reveals and strengthens it.

• Explain to a peer
• Debate a position
• Teach a concept

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Balancing Challenge and Support

Practice that is too easy produces little learning—learners aren't pushed beyond their current capability. Practice that is too hard produces frustration—learners can't succeed even with effort.

The goal is desirable difficulty—challenge that requires effort and may produce some errors, but is achievable with appropriate support.

Signs Practice Is Too Easy

• Near-perfect performance immediately
• Learners seem bored or disengaged
• No thinking time needed—answers come automatically
• Performance doesn't improve because there's no room

Signs Practice Is Too Hard

• Widespread failure and frustration
• Learners give up or disengage
• Even with effort, success is rare
• No meaningful feedback can be given because performance is too far from target

Adjusting Difficulty

Scaffolding (Event 5) is your lever for adjusting difficulty:

• More scaffolding makes tasks easier
• Removing scaffolding increases challenge
• Hints, checklists, worked examples, time extensions all reduce difficulty
• Novel problems, time pressure, removed resources all increase difficulty

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Context-Specific Examples

Corporate Training (Customer Service)

After learning de-escalation techniques:

• Role-play with facilitator playing angry customer
• Escalating difficulty: cooperative customer → frustrated customer → hostile customer
• Practice with feedback between each scenario

K-12 Writing (3rd Grade)

After mini-lesson on adjectives:

• Write three sentences describing favorite animal using at least two new adjectives
• Peer sharing to hear others' word choices
• Revision based on peer feedback

eLearning (Software)

After demonstration of report generation:

• "Try mode" simulation requiring correct click sequence
• Practice generates same outcome as demonstration
• Immediate feedback on errors with guidance to correct

Higher Education (Law)

After lecture on contract law:

• Short case study: disputed agreement
• Write one-paragraph analysis identifying whether valid contract formed
• Include reasoning citing relevant elements

Professional Development (Teaching)

After workshop on questioning techniques:

• Watch video of classroom interaction
• Script improved questions for specific moments
• Practice delivery with partner and receive feedback

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Key Takeaways

• Learning happens during practice, not presentation. The presentation exists to support practice.
• Practice is a learning activity, not just assessment. Retrieval strengthens memory.
• Align practice to objectives—learners should practice what they're expected to do.
• Progress from guided to independent, easy to challenging.
• Space practice over time; vary practice contexts.
• Balance challenge and support—seek "desirable difficulty."
• Don't shortchange practice time. If forced to cut something, cut presentation, not practice.