Gradual Release of Responsibility

(c) Frey & Fisher, 2008

In some classrooms …

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Independent

“You do it alone”

(c) Frey & Fisher, 2008

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson“I do it”

Independent

“You do it alone”

(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”

I do it

We do it

You do it

Lacks a vital component:

Learning thru collaboration with peers.

(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

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

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*

Gradual Release of ResponsibilityIndependent practice: individual application of

learning Students apply what has been taught, refined,

and practiced in unique situations producing new products

•

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

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

Focus Lesson

I do it!

Key Features of a Focus Lesson

• Establish a Clear Purpose• Teacher Modeling • Think Aloud

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

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

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?