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) 8 th Grade: Room 331 (Jill Rollie) Break 10:45-11:00 11:00-12:00 Whole Group: Multi-Purpose 1:00-3:00 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 classrooms TEACHER 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: 6 th Grade: Room 315 (Jen & Lynn) 7 th Grade: Room 223 (Jen Gosha) 8 th 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” Purpose To introduce a concept, skill, or strategy To 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” Strategies Modeling Direct Explanation Demonstration Think Alouds Write Alouds Shared Reading Direct Instruction Guided Instruction Collaborative Learning Independent Learning What does it look like in your classroom?

Guided Instruction : “We do it” Purpose To 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 Features Cognitive load begins to shift Small group instruction Takes place during collaborative learning Teacher 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” Strategies Guided Reading and Guided Writing Student Think Alouds Direct Instruction Guided Instruction Collaborative Learning Independent Learning What does it look like in your classroom?

Collaborative Learning “You all do it” Purpose For students to apply learning with peer support Direct Instruction Guided Instruction Collaborative Learning Independent Learning

Collaborative Learning: “You all do it” Key Features Positive student interaction and small-group skills Face-to-face interactions Individual and group accountability Group processing-looks to peers for clarification Direct Instruction Guided Instruction Collaborative Learning Independent Learning

Collaborative Learning: “You all do it” Strategies Reciprocal (shared) Teaching Listening / Viewing Stations Visual Displays/ Graphic Organizers Literature Circles Labs & Simulations Jigsaw Grouping Direct Instruction Guided Instruction Collaborative Learning Independent Learning What does it look like in your classroom?

Independent Learning: “You do it” Purpose For 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 Features Meaningful Authentic Relevant Standards Based Direct Instruction Guided Instruction Collaborative Learning Independent Learning

Independent Learning: “You do it” Strategies Independent Learning Centers Independent Reading Writing to Prompts Problem Solving Practice Work Assessments Direct Instruction Guided Instruction Collaborative Learning Independent Learning What does it look like in your classroom?

“Real Time Teaching” Text Directions: 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 PreparedSomewhat 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 Activity Jill- 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 7 th.

Resources Information 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).