Structured Teaching: A Gradual Release of Responsibility Model of Instruction

1. 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”

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. Education is loaded with myths…

4. 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”

5. 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.

6. 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 Zone of desired effects Reverse effects Retention: d = - 0.16 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

7. 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 Zone of desired effects Reverse effects Homework: d = .29 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

8. 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 Zone of desired effects Reverse effects Small group learning: d = 0.49 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

9. 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 Zone of desired effects Reverse effects Meta-cognitive Strategies: d = 0.69 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

10. 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 Zone of desired effects Reverse effects Reciprocal Teaching: d = 0.74 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

11. 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 & Mergendoller, 2010

12. Three ideas

13. Increase instructional consistency.

14. Teach for interaction with you and the content.

15. Teach for metacognition.

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

17. 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.

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

19. The First Idea: Increase instructional consistency.

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

21. 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.

22. 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.

23. 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.

24. 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.

25. Time for a Story

26. 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.

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

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

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

30. Modeling Your Thinking

31. 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 Reading Math Textbooks Cindy Shanahan, 2008

32. 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.

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

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

35. Guiding Instruction

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

37. Robust questions Prompts Cues Direct explanation and modeling

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

39. 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

40. 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

41. 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

42. Background knowledge prompts invite students to use what they know to resolve problems

43. Process or Procedure Prompts To perform a specific task

44. Cues Shift attention to sources of information More directandspecificthan prompts

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

46. Direct Explanation Identify Explain Think aloud Monitor Take care not to re-assume responsibility too quickly

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

48. 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.

49. Conversational Roundtable Summarize

50. The Third Idea: Teach for metacognition.