Welcome To the Gradual Release of Responsibility Induction Class!!

1. Welcome To the Gradual Release of Responsibility Induction Class!! • As you come in, please sign in and write your name on an index card. • Help yourselves to snacks and drinks.

2. Gradual Release of Responsibility Emily Jensen Instructional Coach, Westminster Elementary ejensen@adams50.org msemilyjensen@wikispaces.com

3. Norms • Personal needs • Please turn off cell phones • “Give me 5” • Parking Lot

4. Introductions and Warm Up Who is in the room? Sentence Starters: The best dessert I ever ate was… One great thing about this school year is…

5. Learning Targets • The teacher will be able to: • Define the components of the Gradual Release of Responsibility Model • Implement the Gradual Release of Responsibility Model in their classrooms • Plan for instruction within the framework of the Gradual Release of Responsibility Model • Utilize new tools and strategies for instruction

6. Tools Used

7. Class Text Articles for the class were collected from Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility by Douglas Fisher and Nancy Frey

8. Anticipation Guide For each of the following statements indicate whether you think the statement is True or False. • Gradual Release of Responsibility is a scripted program. • GRR can be summarized with the statement “I do, we do, you do.” • According to the GRR model, the cognitive load should move gradually from student to teacher. • The GRR model can be used in all content areas and levels, and for all instructional content. • An integral part of GRR is that the teacher steps aside and lets the student work. • The GRR model includes opportunities for independent and group work.

9. What do you Want to Know? • Read pages 2 and 3 in your packet. • After reading, use the information from these pages and the knowledge you already have to think of any questions you have about the GRR model. • Write at least one question on a sticky notes and put them on the parking lot.

10. In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY (c) Fisher & Frey, 2006

11. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY (c) Fisher & Frey, 2006

12. And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY (c) Fisher & Frey, 2006

13. The Gradual Release of Responsibility Model TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “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.

14. Expanding the Definition • With your group, read the assigned chapter • After reading, discuss the chapter with your group • Create a poster to highlight the information in your chapter • During the presentations, take notes on the chart like the one below • Other Information

15. At the end of the day… • Plus/Delta about today’s class • Please put empty water bottles back in the box • Next Class: • Address changes from plus/deltas • Revisit Anticipation Guide • Opportunities for Planning • Bring: • LT Bar Graphs and teacher’s manuals for content area in which you would like to plan • Laptop? • Plan Book?

16. Plus/Delta (OFI’s) • Pluses—Things you appreciated regarding content, process, and/or presentation • Deltas (Opportunities for Improvement)—Things that you would like to change, focus on solutions

17. Day 2: Welcome Back! • Please sign in and enjoy some snacks and beverages.

18. Gradual Release of Responsibility Emily Jensen Instructional Coach, Westminster Elementary ejensen@adams50.org msemilyjensen@wikispaces.com

19. Addressing Pluses and Deltas

20. Addressing Pluses and Deltas

21. Question and Answer

22. Gradual Release of Responsibility Planning Template • Use the materials you gathered for planning to fill in the planning template for GRR • Work together or separately • Ask questions as needed • We will reconvene to debrief at

23. Debrief Tool • Share one thing about your plan that you are excited about and/or proud of • Share one next step in your process

24. Questions to Ask • Have I modeled things I expect students to do independently? • Do I have the materials I need to engage my students? • Are there times when I become the manager and not the teacher? Can I move these tasks from whole class to collaborative learning? • Are independent learning tasks meaningful applications of content learned in class? • Have I taught the routines and procedures necessary for students to work in a gradual release classroom?

25. Bringing it all Together (Inter relationship Diagram) • How does the GRR model connect with the other requirements/initiatives in our district?