P3 Guided Practice: Choose Effectively and Release Gradually

1. P3 Guided Practice: Choose Effectively and Release Gradually YAY! GP it up! : ) Have an upcoming LP ready to go.

2. Do You… Notice that your students seem to “get it” during guided practice but struggle to perform successfully when you release them to independent practice? Wish you had better strategies for helping your students practice conceptual knowledge objectives? Need new ideas for how to spice up your guided practice because you notice your kids are getting tired of the same old practice structure?

3. Why We’re Here • To reground in the purposes of and difference between guided practice and independent practice • To learn about a new technique for gradually releasing responsibility during Guided Practice • To access a variety of strategies for guided practice • To learn how to design guided practice that is appropriate for a lesson’s key points, whether conceptual, procedural, or both • To build skill by applying what you learn to next week’s lesson plans

4. Why This Matters Students will not be prepared to successfully fly solo during Independent Practice unless we plan Guided Practice to gradually give them more responsibility, engage all students, provide them with frequent feedback, and challenge them to ask and answer higher order questions.

5. How We’ll Get There • A Refresher: Guided Practice and the Lesson Cycle • Gradual Release of Responsibility • A New Way to Release Responsibility during Guided Practice • What This Looks Likes – Math and Science Video Clips • Strategies for Getting There – The Resource Bank • Pulling it Together to Plan Guided Practice: A Protocol and Examples • Guided and Independent Work Time

6. First, a Refresher… Guided Practice When students practice the objective with the teacher’s support so that they are prepared to do the work on their own Two Criteria for Strong Guided Practice: • All students practicing - 100% engagement • Students immediately receives feedback from teacher

7. How Guided Practice Should Differ From the Other Phases • Introduction to New Material • When the teacher names and frames content, and shares his or her expert thinking about • Independent Practice • When students practice the objective on their own, as they will need to on the unit assessment and summative

8. Gradual Release of Responsibility: What we want… A smooth transition from teacher-driven work time to student-driven work time Maximum support High support Intro to New Material Guided Practice Teacher Support during the Lesson Independent Practice Maximum Participation Minimal support and participation Student Participation during the Lesson

9. … and what sometimes happens Sudden jumps in responsibility that some students aren’t prepared to take Intro to New Material Guided Practice Independent Practice What are the consequences of facilitating a lesson in this manner?

10. Stop and Jot: Reflect on the State of Your Practice How regularly does your Guided Practice give all students an opportunity to practice before all of them are expected to practice on their own? Who does most of the hard thinking, working, and explaining during Guided Practice – your or your students?

11. A New Way to Gradually Release Responsibility Get the most out of Guided Practiceby gradually releasing responsibility to your students during it. Consider this modification: • Five Step Lesson Cycle • Opening • Intro to New Material • Guided Practice • Independent Practice • Closing • Seven Step Lesson Cycle • Opening • Intro to New Material • SIGNIFICANT Guidance • MODERATE Guidance • LESS Guidance • Independent Practice • Closing

12. In practice… Modified from Doug Lemov’s Teach Like a Champion, p. 72

13. INM Ms. Tang: 100% Students: 0% Gradually Releasing Responsibility through the 7-Step Lesson Plan Framework CFU CFU SIGNIFICANT Guidance Ms. Tang: 80% Students: 20% CFU CFU MODERATE Guidance Ms. Tang: 50% Students: 50% CFU CFU LESS Guidance Ms. Tang: 20% Students: 80% Independent Practice Ms.Tang: 0% Students: 100% CFU

14. What This Looks Like in One Teacher’s Math Class Check out how Gina Sequeria facilitates guided practice. Be prepared to answer these questions: How many students are engaging in the practice? Who shoulders the responsibility for tough thinking? When in relation to the completion of a problem are students receiving feedback? Gina Sequeria GP video link: http://www.vimeo.com/16447434 Password: tfa

15. What This Looks Like in One Teacher’s Science Class Check out how Nisha Wadhwani facilitates guided practice. Be prepared to answer these questions : How many students are engaging in the practice? During partner work time, how many partners are responsible for an outcome? Who shoulders the responsibility for tough thinking? When in relation to the completion of a problem are students receiving feedback? Nisha Wadhwani video link: http://www.vimeo.com/16461153Password: tfa

16. Reflection In what specific ways is your Guided Practice similar to and different from the Guided Practice examples from Gina’s and Nisha’s classrooms?

17. The Takeaway A strong guided practice strategy gives every student the opportunity to practice and places the responsibility for heavy lifting on them – in small but increasingly substantial chunks!

18. Strategies for Getting There Now that we’ve consider who did the tough thinking, how many students were engaged in the practice, and how often students received feedback in Gina’s and Nisha’s classrooms, let’s consider the practice structures and strategies they used to prepare their students to work independently. Boards Up! Gina used a straightforward and reliable guided practice technique, the white board. Notice that each student was responsible for sharing an answer and that Gina had her students provide a rationale. Why it works: Gina is able to see which students arrived at the correct answer and which ones also can explain why. ABCD Cards Nisha used a similarly straightforward method by having her students hold up a card indicating their answer. Each student was responsible for doing this. Why it works: With the color coded words, Nisha and very quickly see if all students understand the meaning behind the vocabulary words and apply them to different context.

19. Strategies for Getting There Read the accompanying document, Guided Practice Resource Bank, to learn about a handful of tried and true guided practice strategies that you could use during the significant, moderate, and less guidance phases of your lesson. Jot down 1-2 guided practice techniques that you use or have seen someone use successfully, and be prepared to share out your strategies. Be sure to consider whether your strategies meet the criteria for effective guided practice.

20. Pulling it together: Planning your GP In order to plan an effective Guided Practice – one that gradually releases responsibility to your students, engages all of them, and provides them with immediate feedback – follow this process: • Start with the lesson’s key points • Consider how students will practice both conceptual understanding or procedural skill (possibly separate and also practice knowledge and skills at the same time). • If students will need to build conceptual understanding, design practice to give them opportunities to: • Show they’ve internalized key facts • Talk and write about “how” and “why” • Consider “what if” • If students will need to build procedural skill, design practice to give them opportunities to: • Build student confidence in one or two steps at a time with easy numbers at first • Be able to explain why the procedure works in math or science • Consider “example” and “non-examples” of when the skill does and doesn’t work BOTTOM LINE: When planning GP, FIRST think of your key points and THEN what GP strategies will work best for student to practice and master ALL the key points.

21. Planning Effective Guided Practice, Take One - Science The Objective: Describe and illustrate the role of decomposers and the decay of biomass. • Key Points: • Biomass is stuff (mass) that IS alive or USED TO BE alive (bio) • Decomposers break down matter by eating it • When decomposers break down matter, a chemical change occurs (chemical energy --> thermal energy) • The waste is the nutrients that are returned to the plants • Teacher considerations: • These key points require student to build knowledge and conceptual understanding • I should design practice to give students an opportunity to learn facts • I should also give them a chance to think about what’s occurring, how they know, why it works that way, and what would happen if… • One good way to build conceptual understanding is by having students think, talk, write, and share out for feedback.

23. Planning Effective Guided Practice, Take Two - Math The Objective:SWBAT solve a system of equations using substitution of a variable. • Key Points: • Using one equation, isolate the variable to find it’s value • In the second equation, substitute the variable for its known value in order to isolate the other variable • Teacher Considerations: • These key points require students to build procedural skills, drawing on what they already know about variables and how to solve for variables. • In order for students to successfully solve this sort of problem, I need to make sure they know which steps to take and in which order, so I should design practice to have them take one step, get feedback, and then slowly take more steps until they can do the whole problem on their own. • I don’t just want them to memorize steps, so I’ll plan to ask questions that give them a chance to sharing their thinking and rationale.

25. Consider This • SWBAT describe the transformation of energy in every day objects Key Points: • Energy does not disappear, it changes form • Humans can change energy to get the type of energy we need • Energy starts with a source and then goes through transformations until we have the energy for use (source into use) • INM – Two examples: flashlight and running person. Teacher models identifying source, use, and the path from stored to used energy. • GP - Students have pictures, match transformations to pictures in pairs at desks. Teacher goes around and asks what they are looking at.  Uses guiding questions like, what is the source?  How do you know?  What type of energy?  What is the use?  What type of energy?  What do you see would need to happen between the source and the use?  Do you see anything that is showing you the change? • IP - Students look at pictures and write out energy transformations.   • Steam engine, candle, lamp, wind turbine, hydro power plant, person moving a box, the Sun • What additional layer would you add to the GP in order for students to have an opportunity to practice with significant guidance, moderate guidance, and minimal guidance?

26. Your Turn Select two objectives that you will teach in the near future. For each objective, create or refine your lesson plan to: • Set a vision for student outcomes Ex. 1: Students are 100% engaged during GP Ex. 2: Students are prepared to start IP completely on their owns • Gradually release responsibility to students during guided practice by planning for significantly, moderately, and less guided practice opportunities. • Utilize a guided practice strategy from the resource bank where appropriate. • Be prepared to share your work and rationale with a neighbor in 15 minutes.

27. Share Out • Turn to a neighbor and exchange the Guided Practice you planned for an upcoming lesson objective. • Consider whether the group of GP strategies your partner planned for the objective will prepare his/her students for solo work. • Be prepared to share why you think so, or what edits your partner could make to ensure that the GP prepares students for IP.

28. Closing Only by planning Guided Practice that gradually releases responsibility to students and engages all students will your students be prepared to work completely independently during Independent Practice.