Nancy Frey, Ph.D. San Diego State University nfrey@mail.sdsu.edu Structured Teaching: A Gradual Release of Responsibility Model of Instruction Nancy Frey, Ph.D. San Diego State University nfrey@mail.sdsu.edu PowerPoints available From www.fisherandfrey.com Click “Resources”

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.

Education is loaded with myths…

It sounds so easy, so what gets in the way? 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” 4

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.

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 = - 0.16 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

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 = 0.027 (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.

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.

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.

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.

7 Essentials for PBL A need to know. A driving question. Student voice and choice. 21st century skills. Inquiry and innovation. Feedback and revision. A publicly presented project. Larmer, J., & Mergendoller, J. R. (2010). 7 essentials for project-based learning. Educational Leadership, 68(1), 34-37. Larmer & Mergendoller, 2010

Three ideas

Increase instructional consistency.

Teach for interaction with you and the content.

Teach for metacognition.

Today’s Purposes Internalize a gradual release of responsibility instructional framework. Apply GRR to a PBL approach to learning. Interact with colleagues about both.

Tomorrow’s Purposes 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.

A little experiment… http://www.polleverywhere.com/

The First Idea: Increase instructional consistency.

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

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.

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.

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.

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.

Time for a Story

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.

Video available at http://books.heinemann.com/wordwise/

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

The Second Idea: Teach for interaction with you and the content.

Modeling Your Thinking

Reading Math Textbooks 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 For example, during think-alouds, the mathematicians emphasized rereading and close reading as two of their most important strategies. One of the mathematicians explained that, unlike other fields, even “function” words were important. “‘The’ has a very different meaning than ‘a,’” he explained. Students often attempt to read mathematics texts for the gist, or general idea, but this kind of text cannot be appropriately understood without close reading. Math reading requires a precision of meaning, and each word must be understood specifically in service to that particular meaning. In fact, the other mathematician noted that it sometimes took years of rereading for him to completely understand a particular proof. The mathematicians we studied were theoretical rather than applied mathematicians. In their field, errorless proofs are by their very nature true, and the purpose of their work is to create these proofs; hence, to create truth. Because proofs must be error free, they are read carefully in order to discover any possible error. Every word matters. Rereading is essential. One mathematician said, “I try to determine whether it’s [the solution to the problem] correct. That’s the important criteria, and it’s by no means assumed. It would be unusual to read a paper like this and not find something incorrect.” This mathematician is illustrating the belief that truth (correctness within the confines of a particular problem) is attainable if one can determine an error-free solution. However, errors are easy to make, so vigilance is required. Cindy Shanahan, 2008 31

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.

Livescribe Pulse Smartpen Teacher thinks aloud doing a math problem, then uploads notes to classroom wiki

Table Talk In what ways does Dina connect mathematical thinking to thinking aloud? How does she establish an environment where learners explain their thinking?

Guiding Instruction

Let’s make a Foldable Guided Instruction Prompts Cues Direct Robust Questions Let’s make a Foldable Prompts Cues Guided Instruction Direct Explanation

Direct explanation and modeling Robust questions Prompts Robust questions to check for understanding Prompts that focus on cognitive and metacognitive processes Cues to shift attention to sources Direct explanation and modeling to re-teach Cues Direct explanation and modeling

I-R-E Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Good. What is a diurnal animal? I-R-E

Probe 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

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

PROMPT 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

Background knowledge prompts use what they know invite students to Includes what has been previously taught and what has been experienced Can be built directly or indirectly (Marzano, 2004) invite students to use what they know to resolve problems

Process or Procedure Prompts specific task To perform a Addresses the “what” and “how” in learning Examples: Order of operations (math), peer response (writing), completing a lab (science) Prompts can be forward chaining (starts the process) and backward chaining (leaves the last step to complete) To perform a specific task

Cues Shift attention to sources of information Can highlight an error More direct and specific than prompts Often follow a prompt that did not elicit a correct response More direct and specific than prompts

Attention grows with competence the expert commentator sees things you don’t cues do the same for novices Attention grows with competence

Direct Explanation Identify Explain Think aloud Monitor Explicitly state what is being taught Tell when and how it will be used Think aloud to demonstrate reasoning Monitor application Check for understanding Take care not to re-assume responsibility too quickly

Table Talk How does Rita encourage oral language while building vocabulary? How are students using their language knowledge to develop new vocabulary learning?

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.

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

The Third Idea: Teach for metacognition.

Making Group Work Productive

Purposes of Productive Group Work Students work together to solve problems, discover information, and complete projects Students use the “language of the lesson”

It is not: Ability grouping For introducing new information or new skills

Students are consolidating their understanding Negotiating understanding with peers Engaging in inquiry Apply knowledge to novel situations These are key to successful PBL

But it’s more than merely being “engaged”…

He’s engaged…

… they’re interacting.

Sample Instructional Routines Reading Literature Circles Collaborative Strategic Reading Reciprocal Teaching Partner reading Jigsaw

Sample Instructional Routines Writing Progressive Writing Paired Writing Peer response GIST writing Collaborative poster

Rural Voices Project Students podcast about their hometowns Sponsored by the National Writing Project

Sample Instructional Routines Oral Language Think-Pair-Square Numbered Heads Together Socratic Seminar Walking Review Novel Ideas Only

Conversational Roundtable Visualize It: Write It: Calculate It: Check It:

Table Talk What are your favorite ways to encourage collaboration between students? What are the benefits and challenges?

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

Enough background knowledge to have something to say.

Language support to know how to say it.

A topic of interest.

An authentic reason to interact.

Expectations of and accountability for the interaction.

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

Understanding of the task.

Knowledge of the norms of interaction.

Independent Learning: Not Just “Do It Yourself” School

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)

Traditional homework occurs too soon in the instructional cycle.

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.

Consistency Interaction Metacognition