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Gradual Release of Responsibility
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(c) Frey & Fisher, 2008
In some classrooms …
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Independent
“You do it alone”
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(c) Frey & Fisher, 2008
In some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson“I do it”
Independent
“You do it alone”
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(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”
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I do it
We do it
You do it
Lacks a vital component:
Learning thru collaboration with peers.
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(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
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Gradual Release of Responsibility1. Focus Lesson: teacher models learning
Establish a purpose Model your thinking through a think aloud Include Metacognition
2. Guided Instruction: teacher-student interaction Teacher support s needs-based groups Allows for differentiation Use cues, prompts, and questions
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Gradual Release of Responsibility3. Collaborative learning: student group
practice using what they have learned Students work in pairs or small groups
discussing, writing, refining with each other Students consolidate thinking and
understanding *when the learning occurs*
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Gradual Release of ResponsibilityIndependent practice: individual application of
learning Students apply what has been taught, refined,
and practiced in unique situations producing new products
•
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Gradual Release of Responsibility
IS: A framework Circular and recursive What a teacher “uses” Purpose driven Learning centered A natural way to learn Implemented over time
IS NOT: A curriculum/lesson plan Linear What a teacher “does” Activity driven Teaching centered An imposed structure Implemented overnight
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Assignment: For Wednesday, October 19: Read chapters 1 and 2 Better Learning
Through Structured Teaching Fisher and Frey
Record your thoughts, reflections, and questions in your journal
We will discuss what you read and go deeper into the Focus Lesson on Oct. 19
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Focus Lesson
I do it!
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Key Features of a Focus Lesson
• Establish a Clear Purpose• Teacher Modeling • Think Aloud
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Establishing purpose and setting learning objectives are critical in an effective focus lesson
Students need to know why they need to know the skill or strategy
Students need to know what they will be expected to do with the skill or strategy.
Notice how the teacher establishes purpose and communicates objectives in the following clip.
Clear Purpose
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Teacher Modeling I am explicit in my modeling
I name the strategy, skill, or task
I explain when the strategy or skill is used
I demonstrate the skill, strategy, or task
I make connections to link prior knowledge to new learning
I alert learners about errors to avoid
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The Think Aloud: “Making the Invisible, Visible “
• I keep the focus tight and brief
• I pay attention to my own thinking processes as I design my think aloud
• I use my authentic voice (“I” statements)
• I think like an expert
• I name the cognitive and metacognitive processes that I am using
What elements of an effective think aloud do you notice in the following clip?