Gradual Release of Responsibility

(c) Frey & Fisher, 2008 In some classrooms … TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Independent “You do it alone”

(c) Frey & Fisher, 2008 In some classrooms … TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson “I do it” Independent “You do it alone”

(c) Frey & Fisher, 2008 And in some classrooms … TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” Independent “You do it alone”

I do it We do it You do it Lacks a vital component:

(c) Frey & Fisher, 2008 TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Structure for Instruction that Works

Gradual Release of Responsibility 1.Focus Lesson: teacher models learning  Establish a purpose  Model your thinking through a think aloud  Include Metacognition 2.Guided Instruction: teacher-student interaction  Teacher support s needs-based groups  Allows for differentiation  Use cues, prompts, and questions

Gradual Release of Responsibility 3. Collaborative learning: student group practice using what they have learned  Students work in pairs or small groups discussing, writing, refining with each other  Students consolidate thinking and understanding *when the learning occurs*

Gradual Release of Responsibility Independent practice: individual application of learning  Students apply what has been taught, refined, and practiced in unique situations producing new products

Gradual Release of Responsibility IS:  A framework  Circular and recursive  What a teacher “uses”  Purpose driven  Learning centered  A natural way to learn  Implemented over time IS NOT:  A curriculum/lesson plan  Linear  What a teacher “does”  Activity driven  Teaching centered  An imposed structure  Implemented overnight

Assignment: For Wednesday, October 19: Read chapters 1 and 2 Better Learning Through Structured Teaching Fisher and Frey Record your thoughts, reflections, and questions in your journal We will discuss what you read and go deeper into the Focus Lesson on Oct. 19

Focus Lesson I do it!

Key Features of a Focus Lesson Establish a Clear Purpose Teacher Modeling Think Aloud

 Establishing purpose and setting learning objectives are critical in an effective focus lesson  Students need to know why they need to know the skill or strategy  Students need to know what they will be expected to do with the skill or strategy. Notice how the teacher establishes purpose and communicates objectives in the following clip. Clear Purpose

Teacher Modeling  I am explicit in my modeling  I name the strategy, skill, or task  I explain when the strategy or skill is used  I demonstrate the skill, strategy, or task  I make connections to link prior knowledge to new learning  I alert learners about errors to avoid

The Think Aloud: “Making the Invisible, Visible “ I keep the focus tight and brief I pay attention to my own thinking processes as I design my think aloud I use my authentic voice (“I” statements) I think like an expert I name the cognitive and metacognitive processes that I am using What elements of an effective think aloud do you notice in the following clip?