(c) frey & fisher, 2008 teacher responsibility student responsibility focused instruction guided...
TRANSCRIPT
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(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
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The established purpose contains both
content and language
components.
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What is a language purpose?
• An analysis of the language demands of the task
• An understanding of the way students demonstrate their thinking through spoken or written language
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Why have a language purpose?
• Supports student understanding of what they will be asked to do with their learning
• Clarifies what needs to be modeled by the teacher
All learning is based in language.
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Three Types of Language Purposes
• Vocabulary: (specialized, technical)• Structure: (the way the vocabulary is
used in sentences to express ideas)• Function: (the intended use of those
ideas)
These language purposes build upon one another over a series of lessons.
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Vocabulary
• Specialized– Words whose meaning changes depending on the
context (problem, simplify, value)– Multiple meaning words (run, place)
These can be “brick” or “mortar” words
• Technical– Words that represent one concept only
(denominator, photosynthesis)
These are the “bricks” of language
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Language Structure
• Grammar/syntax: rules for language use (e.g., plurals, noun/verb agreement)
• Signal words: guideposts to support understanding of listener/reader (e.g., If/then, first, last, compared to)
• Frames and templates: scaffolds for apprentice language users (“On the one hand, ________. But on the other hand, _______.”)
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Language Function
• Halliday identified 7 language functions (Instrumental, regulatory, interactional, personal, imaginative, heuristic, representational)– These are translated into classroom interactions
(express an opinion, summarize, persuade, question, entertain, inform, sequence, disagree, debate, evaluate, justify)
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CO: Identify the phases of the moon.
LP #1: Name the phases of the moon. (vocabulary)
LP #2: Use sequence words (first, next, last) to describe the phases of the moon. (structure)
LP #3: Explain how the moon, earth, and sun move through the phases. (function)
The same content objective can have many different language purposes
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(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
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Zone of Proximal Development
Scaffolding
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“As easy as learning
to ride a bike”
“As easy as learning
to ride a bike”
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Scaffolds extend the
range of the
worker
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Robust questions
Prompts
Cues
Direct explanation
and modeling
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Robust questions
Prompts
Cues
Direct explanation
and modeling
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Robust Questions to Check for Understanding
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Teacher Poses a Question
Student responds
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Teacher: What is a nocturnal animal?
Student: An animal that stays awake at night.
Teacher: Good. What is a diurnal animal?
I-R-E
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Teacher: What is a nocturnal animal?
Student: An animal that stays awake at night.
Teacher: Tell me more about that. Does a nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot.
Probe
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Teacher: What is a nocturnal animal?
Student: An animal that stays awake at night.
Teacher: Tell me more about that. Does a nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot.
Misconception
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Prompting for Cognitive and Metacognitive Thinking
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Teacher Poses a Question
Student responds
Is the answer appropriate?Yes No
Probe to elicit more informationPrompt to elicit background knowledge
Focus on cognitive/metacognitive
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Background knowledge prompts
invite students to
use what they know to resolve problems
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Process or Procedure Prompts
To perform a
specific task
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Reflective prompt
knowing about knowing
“What are we learning today?”
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Heuristic prompt
Informal and less defined
“Make a graph so you can see it.”
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How do you find parking?
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Teacher: What is a nocturnal animal?
Student: An animal that stays awake at night.
Teacher: Tell me more about that. Does a nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot.
Teacher: I’m thinking of those pictures we saw of the great horned owl and the slow loris in the daytime and at night. Does your answer still work?
PROMPT
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Cues to Shift Attention
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Teacher Poses a Question
Student responds
Is the answer appropriate?
No
Probe to elicit more informationPrompt to elicit background knowledge
Focus on cognitive/metacognitive
Yes
Is the answer appropriate?
Is the answer appropriate?
YesYes NoNo
Pose new question
Pose newquestion
Cue to shiftAttention to
Information source
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Cues
Shift attention to sources of
information
More direct and specific than prompts
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the expert commentator sees things you don’t
cues do the same for
novices
Attention grows with competence
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Visual
Physical
Gestural
Positional
Verbal
Environmental
6 Types
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Using Prompts andCues
Context: Students are creating a Jeopardy®-style game. The teacher is building the background knowledge of a group of students. He draws their attention to a sentence in the text: “When you eat foods—such as bread, meat, and vegetables—they are not in a form that the body can use as nourishment.” He asks Mauricio to retell it is his own words...
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Mauricio: So, I think it says that your body can’t use meat like it is meat. It has to be changed.
Jessica: But that’s what we eat to live. That’s good eating.
Russell: I don’t eat any vegetables. I only like the meat and bread from this, like a hamburger.
Mr. Jackson: How does that meat change so that your body can use it? Russell?
Russell: It doesn’t change. It’s meat.
Mr. Jackson: So let’s think about what we know about nourishment and our food. There’s a process that it goes through, right? [they nod in agreement] What’s the first step? You know this because you do it several times a day.
Sarah: The first thing to eat? Is that what you mean?
Mr. Jackson: Yeah, the first thing.
Sarah: You take a bite.
Mr. Jackson: Exactly, right on. So you’ve changed the food, right?
Russell: Yeah, but it’s still meat.
Mr. Jackson: It sure is. But it’s changed a bit, and will change more. Remember we talked about different kinds of changes. Physical … Chemical
Russell: So the first thing, when you bite it, it’s a physical change, right?
Mr. Jackson: You know it! And then what happens?
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Direct Explanation and Modeling
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When prompting
and cueing fail, it’s time for
direct explanation.
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QUESTION
Responds
Appropriate? No
Probe PROMPT
Yes
Pose original question again
NewquestionCUE
Is the answer appropriate?
Appropriate? Appropriate?YesYesNo No
Pose newquestion
Newquestion
YesNo
OFFER DIRECT EXPLANATIONAND MODELING
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Direct Explanation
Take care not to re-assume responsibility too quickly
Identify
Explain
Think aloud
Monitor