1. Nancy Frey and Doug Fisher San Diego State University
Productive Group Work
Productive Group Work
Nancy Frey and Doug Fisher
San Diego State University

2. Inside View Gradual Release of Responsibility Instructional Routines
Know How To…
Inside View

3. Quality
Indicators
Engaging &
Interactive
Front View Back View

4. Guided
Focus Lessons
Independent
Purposeful Teaching
Collaborative

5. The helping
curriculum

7. 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.

8. There are some myths in education…

9. 0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Reverse effects
Zone of desired effects
Standard error = n/a
Rank: 136/136
Number of meta-analyses: 7
Number of studies: 207
Number of participants: 13,938
Retention: d =
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.

10. 0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Reverse effects
Zone of desired effects
Standard error = 0.045
Rank: 112/136
Number of meta-analyses: 14
Number of studies: 500
Number of participants: 1,369
Ability Grouping: d = .12
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.

11. 0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Reverse effects
Zone of desired effects
Std. error = (low)
Rank: 88/136
Number of meta-analyses: 5
Number of studies: 161
Number of effects: 295
Number of participants: 105,282
Homework: d = .29
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.

12. … and some truths as well.

13. Small group learning: d = 0.49
0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Reverse effects
Zone of desired effects
Standard error = n/a
Rank: 48/136
Number of meta-analyses: 2
Number of studies: 78
Number of participants: 3,472
Small group learning: d = 0.49
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.

14. Meta-cognitive Strategies: d = 0.69
0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Reverse effects
Zone of desired effects
Standard error = 0.18
Rank: 13/136
Number of meta-analyses: 2
Number of studies: 63
Number of participants: 5,028
Meta-cognitive Strategies: d = 0.69
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.

15. Reciprocal Teaching: d = 0.74
0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Reverse effects
Zone of desired effects
Standard error = n/a
Rank: 9 /136
Number of meta-analyses: 2
Number of studies: 38
Number of participants: 677
Reciprocal Teaching: d = 0.74
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.

16. Gradual
Release of
Responsibility:
A Framework
for Instruction

17. Envelope fold Let’s Make a Foldable™ Focus Lesson Guided Instruction
Collaborative Learning
Independent Learning

18. A Model for Success for All Students
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
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.

19. The sudden release of responsibility
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
“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.

20. TEACHER RESPONSIBILITY
DIY School
TEACHER RESPONSIBILITY
(none)
“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.

21. The “Good Enough” Classroom
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
“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.

22. Time for a Story

23. A Model for Success for All Students
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
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.

24. How does Maria: Establish purpose? Model her thinking? Demonstrate?
Provide language supports?
Utilize productive group work?
Provide guided instruction?
Check for understanding?
Foster metacognition?

25. Second Grade Mathematics
9:30 in length

26. How does Maria: Establish purpose? Model her thinking? Demonstrate?
Provide language supports?
Utilize productive group work?
Provide guided instruction?
Check for understanding?
Foster metacognition?

27. How Do You Know It’s Productive?

28. What does it look like? What does it sound like?

29. Group and individual accountability Productive failure
Collaborative
STUDENT RESPONSIBILITY
Productive group work
Group and individual accountability
Productive failure

30. Students are consolidating their understanding
Negotiating understanding with peers
Engaging in inquiry
Apply knowledge to novel situations

31. Conversational Roundtable
Your Notes:
Group Member #2:
Group Member #3:
Group Member #4:
Summarize

32. Collaborative Posters in Geometry

35. Let’s make a
Foldable
Quality Indicators

36. Quality Indicator #1
Complexity of Task: The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).

37. Productive failure

38. Quality Indicator #2
Joint attention to tasks or materials Students are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

39. Look down,
not
up.

40. Quality Indicator #3
Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

41. The Helping
Curriculum

42. Quality Indicator #4
Language support: Written, verbal, teacher, and peer supports are available to boost academic language usage.

44. Can you buy your way to happiness?
HSHMC Essential Question #2

45. The evidence shows that ____.
The evidence shows that poor people are not unhappy.
The evidence shows that just because you win the lottery you are not guaranteed happiness.

46. My own view, however, is that ___.
My own view, however, is that happiness is not based solely on money.
My own view, however, is that happiness is a combination of things that happen and don’t happen to a person over his or her lifetime.

47. Quality Indicator #5
Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneous grouping).

48. Quality Indicator #6
Teacher role: What is the teacher doing while productive group work is occurring?

49. Grade 6 Science

50. What are your favorite ways to encourage collaboration between students? What are the benefits and challenges?

51. What does it take to make a task engaging and interactive?

52. What Does It Take to Make a Task Engaging and Interactive?
Use the second
Foldable
What Does It Take to Make a Task Engaging and Interactive?

54. Enough background knowledge
to have something to say.

55. Language support to
know how to say it.

56. A topic of interest.

57. An authentic reason to interact.

58. Expectations of and
accountability
for the interaction.

59. An established
community of
learners that
encourage
and
support
each other.

60. Knowledge of
the norms
of interaction.

61. How do you construct a task that is engaging and interactive?

62. Gradual Release
of Responsibility
Inside View

63. Quality
Indicators
Engaging &
Interactive
Front View Back View

64. The Takeaway Collaboration is an essential part of learning.
Know what you’re looking and listening for.
Make tasks engaging and interactive.

65. Please bring your Foldable and handouts
Quality
Indicators
Engaging &
Interactive
For Tomorrow
Please bring your Foldable and handouts