better learning through structured teaching douglas fisher
TRANSCRIPT
![Page 1: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/1.jpg)
Better Learning Through Structured Teaching
Douglas Fisher www.fisherandfrey.com
![Page 2: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/2.jpg)
(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
![Page 3: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/3.jpg)
(c) Frey & Fisher, 2008
In some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson “I do it”
Independent
“You do it alone”
![Page 4: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/4.jpg)
(c) Frey & Fisher, 2008
In some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Independent
“You do it alone”
![Page 5: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/5.jpg)
(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”
![Page 6: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/6.jpg)
(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
![Page 7: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/7.jpg)
(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
![Page 8: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/8.jpg)
Establishing Purpose• Why?
– Focuses attention– Alerts learner to key ideas– Prevents “birdwalking” and maximizes learning
time– Can be used in formative assessment
• Types– Content goal (based on the standards)– Language goal (vocabulary, language
structure, and language function)– Social goal (classroom needs or school
priorities)
![Page 9: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/9.jpg)
Modeling Comprehension
• Inference• Summarize • Predict• Clarify• Question
• Visualize• Monitor • Synthesize• Evaluate• Connect
![Page 10: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/10.jpg)
Word Solving
• Context clues• Word parts (prefix, suffix, root, base,
cognates)• Resources (others, Internet, dictionary)
![Page 11: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/11.jpg)
Using Text Features
• Headings• Captions• Illustrations• Charts• Graphs• Bold words
• Table of contents• Glossary• Index• Tables• Margin notes• Italicized words
![Page 12: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/12.jpg)
Knowing what to look for: Productive group work in action
How do you know productive group work when you see it?
![Page 13: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/13.jpg)
Knowing what to listen for: Productive group work in action
How do you know productive group work when you hear it?
![Page 14: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/14.jpg)
Quality Indicator #1
Complexity of Task: The task is a
novel application of a grade-level appropriate concept and is designed so that the outcome is not
guaranteed (a chance for productive failure exists).
![Page 15: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/15.jpg)
Quality Indicator #2Joint attention to tasks or materials
Students are interacting with one another to build each other’s knowledge. Outward
indicators include body language and
movement associated with meaningful
conversations, and shared visual gaze on materials.
![Page 16: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/16.jpg)
Quality Indicator #3Argumentation not arguing:
Student use accountable talk to persuade, provide evidence, ask
questions of one another, and disagree
without being disagreeable.
![Page 17: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/17.jpg)
Quality Indicator #4
Language support: Written, verbal, teacher, and peer supports
are available to boost academic language usage.
![Page 18: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/18.jpg)
Quality Indicator #5
Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of
needs (heterogeneous grouping).
![Page 19: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/19.jpg)
Quality Indicator #6
Teacher role: What is the teacher
doing while productive group work is
occurring?
![Page 20: Better Learning Through Structured Teaching Douglas Fisher](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bfdd1a28abf838cb1c5c/html5/thumbnails/20.jpg)
Zone of Proximal Development
Zone of Proximal Development
ScaffoldingScaffolding