1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 5 Phases of Direct Instruction
HM Advanced
GRR
Proj G
Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 6

7. 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, 7

8. 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, 8

9. 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, 9

10. 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” 10