1. Walkthroughs: Gradual Release of Responsibility
Nancy Frey
San Diego State University
PowerPoint Slides available at
Click “Resources” tab to find presentations

2. 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.

3. It sounds so easy, so what gets in the way?
Hard Books
“Students must read books at their grade level”
DIY Learning
“Read chapter 4 tonight and answer the questions at the end”
Little Opportunity for Scaffolded Instruction
“I did it, now you do it alone” 3

4. Ineffective Instructional Practice in First Grade
Low Academic Quality
Mediocre Academic Quality
High Academic Quality
Positive Emotional Climate
31%
28%
23%
Negative Emotional Climate
17% --
Stuhlman, M. W., & Pianta, R. C. (2009). Profiles of educational quality in first grade. Elementary School
Journal, 109(4),

5. Opportunities to Learn in Fifth Grade
Pianta, R. C., et al. (March 30, 2007). Opportunities to learn in America’s elementary classrooms. Science (315),

6. Student Voices: Susana, Mariana, and Coraima
What did your elementary teacher do to make learning easier?
Aida Allen at their
fifth grade promotion, July 2004

7. From Teachable to Coachable
Teachable Moment
An unplanned event that can be used as a learning opportunity.
“Coachable” Moment
A situation that opens a door for you to model, scaffold, and coach for effective practice.
Reciprocal and iterative

8. Factors in Recognizing the Coachable Moment
Understanding the school’s goals +
Determining the teacher’s stage of development in applying the strategy =
Performing a gap analysis to identify what needs to happen next

9. Goals for Walkthroughs
Look for patterns
Teacher
Grade-level
School (“data analysis by walking around”)

10. General Questions to Consider
Is there a clear academic focus?
What is the level of student engagement?
What do the walls of the classroom show?
How well do students understand the assignment?
Do students communicate effectively and demonstrate critical thinking skills?
Ginsberg, M. B., & Murphy, D. M. (2002). How walkthroughs open doors. Educational Leadership, 59(8),

11. CfU: How well do students understand?
What are you working on?
Why are you doing this work?
What do you do when you need extra help?
How do you know you are done?

12. 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.

13. In some classrooms … 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.

14. In the worst classrooms …
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.

15. 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.

16. 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.

17. 5 Phases of Direct Instruction
HM Advanced
GRR
Proj G
Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 17

18. Table Talk
What evidence do you see of learning in this classroom during modeling, guided instruction, collaborative learning, and independent learning?

19. Using Your Analysis Skills
What feedback would you offer these teachers?

20. Modeling and
Setting Purpose

21. Establishing Purpose Through Modeling
Why?
Focuses attention
Alerts learner to key ideas
Prevents “birdwalking” and maximizes learning time
Can be used in formative assessment
THIS IS WHEN STUDENTS ARE INTRODUCED TO A NEW STRATEGY
Types
Content goal (based on the standards)
Language goal (vocabulary, language structure, and language function)
Social goal (classroom needs or school priorities)

22. Examples of Content and Language Goals
Science
C: Identify the steps in the life cycle of a frog.
L: Use signal words to describe the life cycle of a frog.
Social Studies
C: Identify the causes of the Revolutionary War.
L: Explain the meaning of “taxation without representation” to a peer and summarize the meaning in writing.

23. Examples of Content and Language Goals
Language Arts
C: Describe how a character changes in a story.
L: Use sensory detail to give readers a clear image of the character and the changes.
Math
C: Determine reasonableness of a solution to a mathematical problem.
L: Use mathematical terms to explain why an answer is reasonable.

24. Orientation Teacher states the objective
Match objective to rigor of standard
Expectations are clearly defined
Activate prior knowledge
Incorporate student engagement
Objective v. Standard (rigor)
Chris Weber, Garden Grove Unified School District, Principals
Study Group Session 3, 24

25. Modeling In 3rd Grade Experienced teacher
Establishing Purpose and Modeling
How does Katie model the use of academic language?
In what ways does she demonstrate her thinking?

26. Presentation Provide a detailed model of new concept and/or skill
Plan to model
Stay focused on the topic
Choose materials
Provide visual supports and representations (Thinking Maps)
Incorporate student engagement
Please think about Proj. G and the way they modeled. Share with your shoulder partner what you remember seeing that was effective.
It was intentional, focused, and incorporated student management.
Modeling needs to be exactly what you expect the students to do when they are applying the new skill or concept
Think aloud – Q and A
Chris Weber, Garden Grove Unified School District, Principals Study
Group Session 3, 26

27. Feedback for Katie In what ways did she check for understanding?
What positive affirmation would you offer?
What question might you pose?
Do you have a suggestion for her?

28. Guided Instruction

29. Guided Instruction
Students begin to take on what they have begun to learn
Often, they “use but confuse”
Teacher is there to help with the tricky parts
Strategic use of cues, prompts, and questions

30. Guided Practice Move students toward accuracy
Teachers gradually reduce support and release responsibility to students
Monitor students as they practice skill
Provide immediate feedback
Incorporate student engagement
Questions to consider:
What materials will you use?
Partners or groups?
How will you check for understanding?
Who needs more SP?
Clarify that guided practice is group or partner work
3 Ps
Chris Weber, Garden Grove Unified School District, Principals Study
Group Session 3, 30

31. Guided Instruction in 2nd Grade
Literacy coach is modeling Power Writing for the classroom teacher
Offering scaffolded instruction for students who have been introduced to a new instructional routine
Experienced teacher
Purpose: release responsibility to students to engage in Power Writing
How does Aida use prompts, cues, and questions to guide instruction?

32. Feedback for Aida In what ways did she check for understanding?
What positive affirmation would you offer?
What question might you pose?
Do you have a suggestion for her?

33. Collaborative Learning to Deepen
Metacognition

34. Purposes of Productive Group Work
Students are consolidating their understanding
Negotiating understanding with peers
Engaging in inquiry
Apply knowledge to novel situations
Productive failure

35. Collaborative Learning in First Grade
Students are English learners at early intermediate stage
Early in the school year
What student learning is accomplished through productive group work?

36. Feedback for Heather In what ways did she check for understanding?
What positive affirmation would you offer?
What question might you pose?
Do you have a suggestion for her?

37. Integrating GRR Into Walkthroughs
What are the benefits and challenges?
What processes do teachers expect?
How will they know what is expected of them?
In what ways can this best work for administrators and teachers?

38. Two Ideas: One Common Purpose “I do it” Focus Lesson
Guided Instruction
“We do it”
Collaborative
“You do it together”
Independent
“You do it alone” 38

39. PowerPoint Slides available at www.fisherandfrey.com
Click “Resources” tab to find presentations