the gradual release model of instruction
DESCRIPTION
The Gradual Release Model of Instruction. November 21, 2011 O. Staff Development. November 21 st Agenda 8:00-9:00 Whole Group: Katie Berglund Nutrition Break 9:00-9:15 9:15-10:45 Grade Level Group: 6 th Grade: Room 315 (Jen & Lynn) 7 th Grade: Room 223 (Jen Gosha) - PowerPoint PPT PresentationTRANSCRIPT
The Gradual Release Model
of Instruction
November 21, 2011
O
Staff DevelopmentNovember 21st Agenda
8:00-9:00 Whole Group: Katie BerglundNutrition Break 9:00-9:15
9:15-10:45 Grade Level Group:6th Grade: Room 315 (Jen & Lynn)
7th Grade: Room 223 (Jen Gosha)
8th Grade: Room 331 (Jill Rollie)
Break 10:45-11:00
11:00-12:00 Whole Group: Multi-Purpose1:00-3:00 Meet with Departments
Why Literacy?
“…two factors within the control of the school can make a difference in the literacy experiences [learning] of the young adolescents who attend them. Namely how we use instructional time and the consistency with which we implement literacy based instructional strategies” (Fischer and Frey, 2007).
Intended Outcomes
By the end of this workshop, you should:
Apply the framework of gradual release.
Apply literacy strategies that support the framework for gradual release.
Create a plan to support implementation of the gradual release framework in our classrooms at Ellis.
The sudden release of responsibility often times seen in secondary classroomsTEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Direct Instruction
“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.
The “Good Enough” Classroom
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Direct Instruction
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.
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Direct Instruction
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.
9:15-10:45 Grade Level Group:6th Grade: Room 315 (Jen &
Lynn)7th Grade: Room 223 (Jen
Gosha)8th Grade: Room 331 (Jill
Rollie)
*Off-Team please attach yourself to the grade-level you most often teach.
Small Group Break-Out
Pre-Assessment
With regard to the gradual release framework…
“I” strategies “We” strategies “You All” strategies
“You” strategies
Content: Identify the purpose and characteristics of the gradual release framework through discussion Literacy: Analyze characteristics of each level of gradual release and identify instructional and literacy strategies that support each area
Objectives
Teacher Responsibility
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning Tasks
“I do it”
“We do it”
“You do it together”
“You do it alone”
Student Responsibility
The Gradual Release Framework
Figure from: Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision & Curriculum Development, p. 4.
” Direct Instruction: “I do it”PurposeTo introduce a concept, skill, or
strategyTo demonstrate, model, and/or
share teacher thinking
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Direct Instruction: Key Features
Brief (5–15 minutes long)
Teacher carries the cognitive load
Metacognitive
Establishes purpose for learning
“I do it”
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Direct Instruction : “I do it”
StrategiesModeling Direct
ExplanationDemonstratio
n
Think AloudsWrite AloudsShared
ReadingDirect Instruction
Guided Instruction
Collaborative Learning
Independent Learning
What does it look like in your classroom?
Guided Instruction : “We do it”
PurposeTo provide strategic and targeted
instruction to small or whole groups through the use of scaffolding
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Guided Instruction: “We do it”Key FeaturesCognitive load begins to shiftSmall group instructionTakes place during collaborative learningTeacher follows students’ leads through the
use of cues, prompts, questions, and scaffolding
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Guided Instruction: “We do it”
StrategiesGuided Reading and Guided
WritingStudent Think Alouds
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
What does it look like in your classroom?
Collaborative Learning “You all do it”
PurposeFor students to apply
learning with peer support
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Collaborative Learning: “You all do it”
Key FeaturesPositive student interaction and small-group
skillsFace-to-face interactionsIndividual and group accountabilityGroup processing-looks to peers for clarification
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Collaborative Learning: “You all do it”
StrategiesReciprocal (shared) TeachingListening / Viewing StationsVisual Displays/ Graphic OrganizersLiterature CirclesLabs & Simulations Jigsaw Grouping
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
What does it look like in your classroom?
Independent Learning: “You do it”
PurposeFor students to apply
learning independently so that they become increasingly autonomous in their learning Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Independent Learning: “You do it”
Key FeaturesMeaningfulAuthenticRelevantStandards Based
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
Independent Learning: “You do it”
StrategiesIndependent Learning
CentersIndependent ReadingWriting to PromptsProblem SolvingPractice WorkAssessments
Direct Instruction
Guided Instruction
Collaborative Learning
Independent Learning
What does it look like in your classroom?
“Real Time Teaching” TextDirections: Save the Last Word for Me
1.Read text. Write a quotation from each section of the text you find interesting on one side of the card and why you find each quote interesting on the opposite side of the card.2.Divide into four groups. The first person in each group shares one of his/her quotes but does not say why this interested him/her.3.After everyone has taken about 1 minute to react/respond to the quote that was shared, the person who chose the quote wraps up the discussion with some final words about the quotation.4.Discussion continues in this fashion for each section of the text.
How could you use this strategy in your classroom?
How prepared do I feel implementing and modeling the gradual release framework in my own instruction.
Self-Assessment
Very Prepared
Somewhat Prepared
Need More Support and Information
I do it
We do it
You all do it
You do it
What’s Next?Break Collect a text that you are currently using with students and bring it with you to the next session
Gather in the lunchroom11:00 (sit next to your grade level, curricular counterpart)
Simulation and application of Think Aloud and Shared Reading approach
Introduce Whole Group ActivityJill- introduce activity…teachers will be
responding to the read /think aloud by listing strategies used
Lynn and jen-read the script Lynn-text; Jen-instructor
Jen G.- hands out article- refers to strategies-Explain independent practice
Katie will explain “literacy” day expectations on Dec 7th.
ResourcesInformation used from a presentation given
by Kevin Perks (2008).Information and charts taken from
Fisher/Frey (2008).Real Time Teaching, Journal of Adolescent
and Adult Literacy (2009).You Can Read This Text, I’ll Show You How,
International Reading Association (2008).