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Better Learning Through Structured Teaching Douglas Fisher

Better Learning Through Structured Teaching Douglas Fisher. 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 Structure for Instruction that Works.

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Better Learning Through Structured Teaching Douglas Fisher

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  1. Better Learning Through Structured Teaching Douglas Fisher

  2. 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 Structure for Instruction that Works (c) Frey & Fisher, 2008

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

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

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

  6. 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 Structure for Instruction that Works (c) Frey & Fisher, 2008

  7. Modeling • Why? • Humans mimic or imitate • Students need examples of the type of thinking required • Facilitates the use of academic language

  8. Modeling Comprehension • Inference • Summarize • Predict • Clarify • Question Visualize Monitor Synthesize Evaluate Connect

  9. Word Solving • Context clues • Word parts (prefix, suffix, root, base, cognates) • Resources (others, Internet, dictionary)

  10. Using Text Structure • Informational Texts • Problem/Solution, Compare/Contrast, Sequence, Cause/Effect, Description • Narrative Texts • Story grammar (plot, setting, character) • Dialogue • Literary devices

  11. Using Text Features • Headings • Captions • Illustrations • Charts • Graphs • Bold words • Table of contents • Glossary • Index • Tables • Margin notes • Italicized words

  12. One last thing … I’ll go back to school and learn more about the brain!

  13. 400+ Page text “Somites are blocks of dorsal mesodermal cells adjacent to the notochord during vertebrate organogensis.” “Improved vascular definition in radiographs of the arterial phase or of the venous phase can be procured by a process of subtraction whereby positive and negative images of the overlying skull are superimposed on one another.”

  14. Skills Versus Strategies?

  15. I don’t know how you’re going to learn this, but it’s on the test.

  16. Quick, Build Background!

  17. Expand Understanding Through Reading

  18. Reading Increasingly Difficult Texts

  19. Read “Non-Traditional” Texts • To date, over 100 YouTube videos! • PBS (The Secret Life of the Brain) • Internet quiz sites about neuroanatomy • Talking with peers and others interested in the brain

  20. But, the midterm comes 17 pages, single spaced

  21. Besides Some Neuroanatomy, What Have I Learned? • You can’t learn from books you can’t read (but you can learn) • Reading widely builds background and vocabulary • Interacting with others keeps me motivated and clarifies information and extends • I have choices and rely on strategies

  22. Engage and Interact

  23. What do these words mean? en: _______________________________

  24. What do these words mean? inter: _____________________________

  25. What’s the difference? Engagement vs. Interaction

  26. Engagement • to engage: to attract, hold fast, occupy attention of another or oneself • en: to cause a person to be in…(a state, condition, place) • gage: (archaic) a pledge, a challenge, deposit • Spanish translation: ocupar • Synonyms: captivate, charm, employ, enthrall, involve, join, practice

  27. Interact • interact: to act one upon another, to have some effect on each other • inter: among, between, mutually, reciprocally • act: to do something, exert energy or force, produce an effect • Spanish translation: relacionarse (interaction: acción recíproca) • Synonyms: communicate, collaborate, cooperate, combine, connect

  28. Engagement or Interaction? • Which tasks are designed to promote student engagement? • Which tasks are designed to promote student-to-student interaction? • Create your own engaging task along with a variation that promotes student-to-student interacton.

  29. What does it take? What does it take to make a task engaging andinteractive?

  30. What does it take to make a task engaging andinteractive? • Enough background knowledge to have something to say. • Language support to know how to say it. • Topic of interest. • An authentic reason to interact. • Expectation of, and accountability for, interaction. • Established community of learners that encourage and support each other. • Understanding of the task. • Knowledge of the norms of interaction. • Understanding of the benefits of collaborative work. • Feedback from teacher and peers. • Metacognitive awareness and self-reflection.

  31. Better Learning Through Structured TeachingDouglas Fisherwww.fisherandfrey.com

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