better learning through structured teaching douglas fisher
TRANSCRIPT
Better Learning Through Structured Teaching
Douglas Fisher www.fisherandfrey.com
(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
(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
In some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
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”
(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
(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
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)
Modeling Comprehension
• Inference• Summarize • Predict• Clarify• Question
• Visualize• Monitor • Synthesize• Evaluate• Connect
Word Solving
• Context clues• Word parts (prefix, suffix, root, base,
cognates)• Resources (others, Internet, dictionary)
Using Text Features
• Headings• Captions• Illustrations• Charts• Graphs• Bold words
• Table of contents• Glossary• Index• Tables• Margin notes• Italicized words
Knowing what to look for: Productive group work in action
How do you know productive group work when you see it?
Knowing what to listen for: Productive group work in action
How do you know productive group work when you hear it?
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).
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.
Quality Indicator #3Argumentation not arguing:
Student use accountable talk to persuade, provide evidence, ask
questions of one another, and disagree
without being disagreeable.
Quality Indicator #4
Language support: Written, verbal, teacher, and peer supports
are available to boost academic language usage.
Quality Indicator #5
Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of
needs (heterogeneous grouping).
Quality Indicator #6
Teacher role: What is the teacher
doing while productive group work is
occurring?
Zone of Proximal Development
Zone of Proximal Development
ScaffoldingScaffolding