From Novice to Expert: Applying Research Principles to Promote Literacy in the Classroom
It’s easy to think of a field of endeavor and list at least one expert. You might consider Bobby Fischer to have been the world’s best chess player, Joshua Bell the best violinist, and Isaac Asimov the most prolific author. A more difficult question to answer is how did each of these individuals develop expertise in his field? Research suggests that a novice develops into an expert through an intricate process that includes the following components (Glaser, 1996; Kellogg, 2006, Shea & Paull, 1996; Wagner & Stanovich, 1996):
* targeted practice in which one is engaged in developmentally appropriate activities;
* real-time corrective feedback that is based one’s performance;
* intensive practice on a daily basis that provides results that monitor current ability;
*distributed practice that provides appropriate activities over a long period of time (i.e., 5–10 years), which allows for monitoring growth towards expert performance; and
* self-directed practice in an activity for times when a coach, mentor, or teacher is not available.
Citation
Swartz, C., Stenner, A.J. (2008, May). From novice to expert: Applying research principles to promote literacy in the classroom. Innovation Quarterly. The Council of Chief State School Officers.