florida education: the next generation draft march 13, 2008 version 1.0 best practices gradual...
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Florida Education: The Next Generation
DRAFT March 13, 2008Version 1.0
Best PracticesBest PracticesGradual Release ModelGradual Release Model
Presented by:Presented by: Region Four Differentiated Accountability TeamRegion Four Differentiated Accountability Team
Florida Department of EducationFlorida Department of EducationDr. Eric J. Smith, Dr. Eric J. Smith,
CommissionerCommissioner
How Do We Learn?
1. Think about something you learned to do?
2. Why did you want to learn it?3. How did you learn it?4. How did you know you learned it?
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit 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 © Fisher & Frey, 2006
In some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction “I do it”
Independent
“You do it alone”
© Fisher & Frey, 2006
In some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Independent
“You do it alone”
© Fisher & Frey, 2006
And in some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
Guided Instruction
“I do it”
“We do it”
Independent“You do it alone”
© Fisher & Frey, 2006
Gradual Release of Responsibility an Effective Delivery Model
“The gradual release of responsibility model of instruction stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility.”
Duke and Pearson, 2002, p. 211
Explicit Instruction
Modeled Instruction
Guided PracticeCollaboration
Independent Practice
Gradual Release of
Responsibility
Lesson Delivery
Explicit Instruction How will I focus my students on what they need
to learn?
Modeled Instruction How will I show my students what they are
expected to do?
Guided Practice How will I help my students practice? How will I incorporate collaborative structures?
Independent Practice How will my students become independent
learners?
“I DO” … Explicit Instruction What: Tell students specifically what
strategies, concepts, or essential learning they are going to learn.
Why: Tell them why it is important for them to learn the strategies, concepts, or essential learning.
How: Tell students how to use the strategies, concepts, or essential learning.
When: Tell students when they will use the strategy, concept, or essential learning.
Explicit Instruction is… Introducing the
WhatWhyHow When
Making connections to previous learning
Setting a purpose for learning Introducing key vocabulary
Explicit Instruction is not…
Giving directions
Lecturing
Assigning Worksheets
Assigning reading
Asking questions
“I DO”…Modeled Instruction
Modeled Instruction Select examples aligned with guided practice,
independent practice, and assessment. Demonstrate how to complete examples step
by step. Verbalize thinking
teacher think-a-loud forming mental pictures, connecting information to prior knowledge, creating analogies, clarifying confusing points, and/or making/revising predictions.
Modeled Instruction is… Demonstrating the strategy or skill
Thinking aloud (how and why)
Thinking through the process
Students observing and listening
Modeled Instruction is not…
Extending direct instruction
Lecturing
Asking questions and students answering
Students working or using the strategy
Showing an end product without demonstrating the process
Is This Modeling?Teacher: Why did Lewis and Clark want to
explore the West? (Initiate)
Student 1: To discover California (Respond)
Teacher: Well, not really. (Evaluate) What do others think? (Initiate)
Student 2: To get some gold? (Respond)
Teacher: No, not yet. (Evaluate) Before the Gold Rush, why did Lewis and Clark want to explore? (Initiate)
Fisher & Frey, 2008
The Object of your mission is to explore the Missouri river & such principal stream of it as by it’s course and communication with the waters of the Pacific ocean, whether the Columbia, Oregon, Colorado or any other river may offer the most direct & practicable water communication across this continent for the purpose of commerce.
Let’s think about this text
Fisher & Frey, 2008
Modeling might sound like:
The Object of your mission is to explore the Missouri river
“This is a letter that President Thomas Jefferson wrote on June 20, 1803, to Meriwether Lewis. I notice that he capitalizes the word “object”. I wonder if he wants to stress the importance of what he is asking them to do.
& such principal stream of it as by it’s course and communication with the waters of the Pacific ocean, whether the Columbia, Oregon, Colorado or any other river may offer the most direct & practicable water communication across this continent for the purpose of commerce.
When he says, “and such principal stream of it”, I think he means the tributaries, or other rivers that run into the Missouri River. It sounds like he is interested in a water route across the United States when he says “may offer the most direct and practicable water communication across this continent.”
His last phrase, “for the purpose of commerce” tells me that he wants them to explore the rivers to find a direct way to conduct commerce, or business, between different parts of the country.” I also noticed some other strange things about the capitalization and the spelling of the word “principal”. If I did not know that this was a letter written by President Jefferson, I would still suspect that it was written a long time ago because of these differences.
Explicit & Modeled Instruction (I Do)
Teacher Behavior: Initiates Models Explains Thinks aloud Shows how to do it
Learner Behavior: Listens Observes Creates an example
based on teacher model
“WE DO”… Practice with feedback
Provide Guided practice with feedback so students have opportunity to practice desired learning.
An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s direct supervision.
Guided Practice Formats
Collaborative Structures
Cooperative Learning Groups
Cooperative Pairs
Working Individually with a student
Guided Practice Select examples aligned with independent
practice and assessment.
Start guided practice with teacher-led question and answer practice.
Ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Loud” to justify thinking and explain logic.
Incorporate Collaborative Structures for additional practice with peer support.
Conduct Checks for Understanding throughout the lesson.
Guided Practice is… Doing it together
Bridging instruction to independence
Working together in whole or small groups
Differentiating instruction
Checking for understanding
Facilitating the skill development
Responding to student needs
Student Accountable Talk Ask higher order questions requiring
explanation with “Student Accountable Talk” or “Student Think-a-Loud” to justify thinking and explain logic. Ask “Why” and “Why Not” questions Use Higher Order Thinking question stems Scaffold questions to reach higher order thinking Allow students’ extended time to prepare
responses Require use of content specific vocabulary Reference vocabulary acquisition tools (interactive
word wall, lesson vocabulary on whiteboard, foldables, skill process posters, etc.)
Checks for Understanding Conduct Checks for Understanding
throughout the lesson. Thumbs Up/Down/Middle White Board Responses Response Cards Student Accountable Talk Journal Responses Cornell Notes Summaries Board Races Exit Tickets
Collaborative Structures Incorporate Collaborative Structures for
additional practice with peer support.
Think-Pair-Share
Rally Table
Pairs Check
Numbered Heads Together
Talking Chips
Team-Pair-Solo
Guided Practice is not…
Working independently without teacher support
Working in pairs or groups without teacher support
Supporting every student the same
Guided Practice
Teacher Behaviors Demonstrates Leads Suggests Explains Responds Acknowledges Answers Questions
Student Behaviors Listens Interacts Questions Collaborates Responds Tries out Participates
“YOU DO”… Independent Practice
Through Independent Practice, students have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own away from the teacher’s guidance.
About.com: Elementary Education. 2010. Independent Practice. The New York Times Company.
Available on-line: http://K6educators.about.com/od/lessonplanheadquarters/g/independent_pra.htm
Independent Practice
Select activities aligned with instruction and assessment.
Might be Homework Classroom Activity Project
Evaluate student learning Use results to inform and modify
instruction.
“You Do” (student)
Transition from guided practice
Students work on their own, in pairs, or small groups to accomplish task
Teacher monitors for understanding
Teacher provides specific feedback and praise
What Independent Practice is
What it is not… Right after explicit instruction
Students working on assignment without prior instruction
Working in a small group with a teacher
Summative assessment
Work unrelated to the learning objective
What does it look like? Writing Activity
Journal
Learning Logs
Short Response
Essay
Raft
Venn-Diagram
Summarize
Compare/Contrast
Cornell Notes
Gist
Concept Maps
QAR
The Most Important Thing
IndependentStudent Behavior
Applies learning Takes charge Practices Problem solves Approximates Self-corrects
Teacher Behavior Scaffolds Validates Teaches as needed Evaluates Observes Encourages Clarifies Confirms Coaches
Explicit Instruction
Modeled Instruction
Guided PracticeCollaboration
Independent Practice
Gradual Release of
Responsibility
ResourcesFisher, D. (2007) Improving adolescent literacy: Content area
strategies at work. Digital writing, digital teaching: Integrating new literacies into the teaching of writing. Available online: http://hickstro.org/2007/03/10/doug-fishers-improving-adolescent-literacy-strategies-at-work/
Fisher, D. & Frey, N. (2008). Better Learning Through Structured Teaching. Association for Supervision and Curriculum Development (ASCD), pgs. 4,10-12,18-19
Fisher & Frey (2008). Fisher&Frey resources. Retrieved February 10, 2010, from www.fisherandfrey.com
(U.S. Department of Education (2008). Direct, Explicit Comprehension Strategy Instruction. Available online: http://www.adlit.org/article/27740