structured teaching: a gradual release of responsibility model of instruction
DESCRIPTION
Structured Teaching: A Gradual Release of Responsibility Model of Instruction. Nancy Frey, Ph.D. San Diego State University [email protected]. PowerPoints available From www.fisherandfrey.com Click “Resources”. Early Predictors for Passing (or Failing) the CAHSEE. Grade Point Average - PowerPoint PPT PresentationTRANSCRIPT
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Nancy Frey, Ph.D.San Diego State University
Structured Teaching: A Gradual Release of Responsibility Model
of Instruction
PowerPoints available From www.fisherandfrey.comClick “Resources”
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Early Predictors for Passing (or Failing) the CAHSEE • Grade Point Average
• Absences• Classroom Behavior
These are present as early as fourth grade
Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California High School Exit Exam. Sacramento, CA: Public Policy Institute of California.
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Education is loaded with myths…
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Hard Books• “Students must read books at their grade level”
Whole Class Texts• “Read chapter 4 and answer the questions”
Interventions for Struggling Readers• “I’m teaching fluency”
It sounds so easy, so what gets in the way?
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Myths about Project-Based Learning
Direct teaching is bad.Only the “smart” kids benefit from PBL.All the projects take weeks or months to finish.
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-0.2
-0.1
0.0
0.10.2
0.30.4 0.5 0.6 0.7
0.8
0.91.0
1.11.2
Reverse effects
Developmental effects
Teacher effects
Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
Nega
tive
Low
Medium
High
Retention: d = - 0.16
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-0.2
-0.1
0.0
0.10.2
0.30.4 0.5 0.6 0.7
0.8
0.91.0
1.11.2
Reverse effects
Developmental effects
Teacher effects
Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
Nega
tive
Low
Medium
High
Homework: d = .29
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-0.2
-0.1
0.0
0.10.2
0.30.4 0.5 0.6 0.7
0.8
0.91.0
1.11.2
Reverse effects
Developmental effects
Teacher effects
Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
Nega
tive
Low
Medium
High
Small group learning: d = 0.49
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-0.2
-0.1
0.0
0.10.2
0.30.4 0.5 0.6 0.7
0.8
0.91.0
1.11.2
Reverse effects
Developmental effects
Teacher effects
Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
Nega
tive
Low
Medium
High
Meta-cognitive Strategies: d = 0.69
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-0.2
-0.1
0.0
0.10.2
0.30.4 0.5 0.6 0.7
0.8
0.91.0
1.11.2
Reverse effects
Developmental effects
Teacher effects
Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
Nega
tive
Low
Medium
High
Reciprocal Teaching: d = 0.74
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7 Essentials for PBL
Larmer & Mergendoller, 2010
1. A need to know.2. A driving question.3. Student voice and choice.4. 21st century skills.5. Inquiry and innovation.6. Feedback and revision.7. A publicly presented project.
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Three ideas
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Increase instructional
consistency.
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Teach for interaction with you and the content.
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Teach for metacognition.
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Internalize a gradual release of responsibility instructional framework.
Apply GRR to a PBL approach to learning.
Interact with colleagues about both.
Today’s Purposes
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Discuss skills students need for 21st century PBL.
Identify quality indicators of effective instruction.
Use quality as a method for conducting instructional
rounds.
Apply principles of feeding up, feeding back, and feeding forward to improve learning.
Tomorrow’s Purposes
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The First Idea: Increase instructional consistency.
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Let’s Make a Foldable™
Envelope fold• Focus Lesson• Guided Instruction• Collaborative Learning• Independent Learning
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TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
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.
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The sudden release of responsibilityTEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson “I do it”
Independent
“You do it alone”
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.
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DIY School
TEACHER RESPONSIBILITY(none)
STUDENT RESPONSIBILITY
Independent
“You do it alone”
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.
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The “Good Enough” ClassroomTEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
Independent“You do it alone”
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.
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Time for a Story
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TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
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.
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Table TalkWhat evidence do you see of
learning in this classroom during modeling, guided instruction,
collaborative learning, and independent learning?
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The Second Idea: Teach for interaction
with you and the content.
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Modeling Your Thinking
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• Goal: arrive at “truth”• Importance of “close
reading” an intensive consideration of every word in the text
• Rereading a major strategy
• Heavy emphasis on error detection
• Precision of understanding essential
• Conclusions subject to public argument
Cindy Shanahan, 2008
Reading Math Textbooks
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Thinking Aloud in Math
Background knowledge (e.g., When I see a triangle, I remember that the angles have to add to 180°.)
Relevant versus irrelevant information (e.g., I’ve read this problem twice and I know that there is information included that I don’t need.)
Selecting a function (e.g., The problem says ‘increased by’ so I know that I’ll have to add.)
Setting up the problem (e.g., The first thing that I will do is … because …)
Estimating answers (e.g., I predict that the product will be about 150 because I see that there are 10 times the number.)
Determining reasonableness of an answer (e.g., I’m not done yet as I have to check to see if my answer is makes sense.)
Fisher, D., Frey, N., & Anderson, H. (2010). Thinking and comprehending in the mathematics classroom (pp. 146-159). In K. Ganske & D. Fisher (Eds.), Comprehension across the curriculum: Perspectives and practices, K-12. New York: Guilford.
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Livescribe Pulse Smartpen
Teacher thinks aloud doing a math problem, then uploads notes to classroom wiki
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Table Talk• In what ways does Dina connect mathematical thinking to thinking aloud?• How does she establish an environment where learners explain their thinking?
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Guiding
Instruction
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Let’s make a
Foldable
Robust Questions
Prompts
Cues
Direct Explanation
Guided Instruction
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Direct explanation and modeling
Cues
Prompts
Robust questions
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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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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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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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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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Direct Explanation
Take care not to re-assume responsibility too quickly
IdentifyExplainThink aloudMonitor
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Table Talk• How does Rita encourage oral
language while building vocabulary?
• How are students using their language knowledge to develop new vocabulary learning?
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Responding When Students Don’t Get It
• Read the article and take notes in the top left quadrant of the Conversation Roundtable.
• What quote from the article resonates with you?
• Take notes throughout the discussion on what your group members have to say.
• Summarize in the rhombus in the center.
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Conversational RoundtableYour Notes: Group Member #2:
Group Member #3: Group Member #4:
Summarize
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The Third Idea: Teach for metacognition.
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Making Group Work
Productive
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Students work together to solve problems, discover information, and complete projects
Students use the “language of the lesson”
Purposes of Productive Group Work
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It is not:• Ability grouping
• For introducing new information or new skills
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• Students are consolidating their understanding
• Negotiating understanding with peers
• Engaging in inquiry
• Apply knowledge to novel situationsThese are key to successful PBL
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But it’s more than merely being “engaged”…
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He’s engaged…
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… they’reinteracting.
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Reading• Literature
Circles• Collaborative
Strategic Reading
• Reciprocal Teaching
• Partner reading
• Jigsaw
Sample Instructional Routines
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Writing• Progressive Writing• Paired Writing• Peer response• GIST writing• Collaborative poster
Sample Instructional Routines
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Rural Voices Project
Sponsored by the National Writing Project
Students podcast about their hometowns
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Sample Instructional Routines
Oral Language• Think-Pair-Square• Numbered Heads
Together• Socratic Seminar• Walking Review• Novel Ideas Only
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How have you helped today?
Did you offer help?
Did you ask for help?
Did you accept help?
Did you nicely decline help so
you could try it yourself?
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Conversational RoundtableVisualize It: Write It:
Calculate It: Check It:
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Table TalkWhat are your favorite ways to encourage collaboration between students? What are the benefits
and challenges?
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What does it take to make a task engaging and interactive?
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Enough background knowledge to have something to say.
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Language support to know how to say it.
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A topic of interest.
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An authentic reason to interact.
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Expectations of and accountability for the interaction.
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An established community of learners that
encourage and
support each other.
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Understanding of the task.
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Knowledge of the norms of interaction.
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Independent Learning: Not Just “Do It Yourself” School
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26% Number of high school
teachers who “often or very often” run out of time in class and assign the content
for homework (MetLife, 2008)
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Traditional homework occurs too soon in the instructional cycle.
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Goals of Homework• Fluency building• Application• Spiral review• Extension
Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making responsibility
possible. English Journal, 98(2), 40-45.
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Consistency Interaction
Metacognition
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