The Nature of Practice

Most lessons that I see incorporate the teach-do and practice elements. But I wonder whether you've got something more specific in mind with the nature of what that practice looks like. If you have recency and Q, I don't consider it to be practice. And one of the things we know that has an enormous impact on far transfer is method selection. It's not the natural thing for a teacher to stand at the front of the classroom and say out loud: What's this question about?