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G radual Release of Responsibility

G radual Release of Responsibility. Instructional Delivery Model Framework of Doug Fisher and Nancy Frey. Fill in the Blank. Research- “The __________ influence on student achievement scores is twenty times greater than any other variable , including class size and student poverty.”

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G radual Release of Responsibility

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  1. Gradual Release of Responsibility Instructional Delivery Model Framework of Doug Fisher and Nancy Frey

  2. Fill in the Blank Research- • “The __________ influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” (Fallon, 2003)

  3. Just “Getting the Job Done” is not enough.

  4. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  5. FOCUS LESSON “I do it”

  6. Focus Lesson - Defined • Introduce the concept, skill, or strategy they are to learn • Mental Modeling—sharing thinking • Typically ABOUT 15 minutes or less • Full class instruction—not differentiated • Purpose is clearly stated in every lesson, but does NOT have to come first

  7. Focus Lesson – What they are NOT! • NOT intended as a time to ask students questions • NOT a time to interrogate students about their thinking

  8. Focus Lesson – key features • Establish purpose for the learning • Modeling thinking

  9. Focus Lesson – Instructional Strategies • Modeling • Emphasizes cognition • “Teaching” not “Telling” • Direct explanation/Demonstration • Metacognitive Awareness • Think-Alouds

  10. Focus Lesson – Summary Focus Lessons: • Include modeling and direct explanation of the skills, strategies, or tasks being taught which are….. • Followed by teacher-led metacognitive awareness lessons resulting in….. • Merging of cognitive and metacognitive processes through use of think-alouds Keywords: Establishing purpose & modeling

  11. GUIDED INSTRUCTION “We do it”

  12. Strategic use of cues, prompts, or questions in teacher-guided instruction • Differentiating instruction happens HERE • Usually starts in whole group and moves to small group • Uses Instructional level text GUIDED INSTRUCTION: DEFINED

  13. Guided instruction– What it is NOT! • NOT ability grouping • NOT prescriptive

  14. GUIDED instruction– key features • Follows the principles of scaffolding • Based on formative assessment • Allows for differentiation of content, process, and product

  15. Guided instruction – Instructional Strategies • Guided Reading • Guided Writing • Student Think-Aloud • Misconception Analysis

  16. Guided instruction– Summary Guided Instruction: • Connection between the modeled instruction and independent performance • High teacher demands - due to the need for frequent differentiation of content, process, or product • Is the phase where the art and science of teaching come together Keywords: Cues, prompts, & questions

  17. COLLABORATIVE LEARNING “You do it together”

  18. Collaborative/Cooperative tasks • EACH student is accountable to produce something based on the group instruction. • ANOTHER good place to differentiate • Productive Group Work COLLABORATIVE LEARNING: DEFINED

  19. Collaborative learning – What it is NOT! • NOT the time to introduce new information • NOT simply “group work” in which a single product is produced for the group • NOT ability grouping

  20. Collaborative learning – key features • Positive interdependence • Face-to-face interaction • Individual and group accountability • Interpersonal and small-group skills • Group processing

  21. Collaborative learning – Instructional Strategies • Reciprocal Teaching • Listening/Viewing Station • Visual Displays • Literature Circles/Book Clubs • Lab & Simulations • Jigsaw • Skills Practice

  22. Collaborative learning – Summary Collaborative Learning: • Is the critical bridge in student learning – allows novice learners to refine their thinking about new concepts & skills • Requires the use of social and academic language • Individual accountability is a hallmark Keywords: Consolidating thinking with peers

  23. INDEPENDENT LEARNING “You do it alone”

  24. Is both a goal AND a process • Is based on meaningful learning activities • Enables individual learners to take • responsibility for their own learning INDEPENDENT LEARNING: DEFINED

  25. independant learning – What it is NOT! • NOT just a “pile of worksheets” • NOT just an exercise in rote memorization • NOT necessarily silent

  26. independent learning – key features • Allows student a “direct encounter with the phenomena being studied …(Borzak) ” • Theory of Experiential Learning (Kolb,1984) • Principles of Learning (Rogers, 1969) • Is not successful if it happens too early in the instructional process

  27. independent learning – Instructional Strategies • SSR • Bellwork • Prompt on the board before class starts • Writing to Prompts • Entry/Exit Slips/Ticket Out • Homework • Practice of skills already learned • Conferring

  28. Independent learning – Summary Independent Learning : • Is the time when students fully assume the cognitive load of learning by applying what they have learned to novel tasks • Choice becomes a major feature • Incorporates both formative and summative assessments (Conferring with students) Keywords: Not just “Do It Yourself School”

  29. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  30. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  31. No….. TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  32. The “Good Enough” Classroom TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  33. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  34. Gradual Release of Responsibility Instructional Delivery Model Framework of Doug Fisher and Nancy Frey

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