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 Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson “I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

In the worst classrooms …

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The “Good Enough” Classroom

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

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 Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

5 Phases of Direct Instruction

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Orientation •Teacher states the objective

•Match objective to rigor of standard

•Expectations are clearly defined

•Activate prior knowledge

•Incorporate student engagement

Orientat ion Purpose: Ori ent students to new material by clarifyin g the purpose and objective prior to presenti ng new material .

Presentation Purpose: Prov ide initial explanation of the new concept and/or skill.

Stay focused on the topic!

Structured Practice Purpose: Master each step one at a time.

Guided Practice Purpose: Mo ve students toward accuracy.

Independent Practice Purpose: Tra nsfer new knowledge from short to long term memory.

Content Objecti

ve

Activate Prior Knowledge

Teaching the Concept

Teaching the Skill

Developing the Concept and Skill Demonstrate Knowledge

• •Teacher states the objective.

•Teacher has clear expectations for student accounta-bility

•Teacher makes clear connections between the new material to students’ existing knowledge, either previously taught material or knowledge that universal to all students.

•Students actively make connections.

Teacher teaches the new concept by: •describing the

characteristics of the concept.

•providing the rule or definition.

•giving examples and non-examples.

•providing a visual representation of the concept.

Teacher teaches the new skill by: •providing the

steps of the skill with examples of each step.

•providing a visual representation of each step.

•Teacher leads students through practice examples of each step in order to reduce errors in the initial learning stages.

•Immediate corrective feedback is crucial.

•May return to this level at any time the students are unsuccessful in less structured phases of practice.

•Teacher gradually reduces support and students eventually apply the steps independently.

•Teacher monitors students as they work independently, i n partner pairs, or table groups.

•The visual tool is referenced as necessary to remind students of the steps or concept.

•Feedback is immediate.

•Students demonstrate knowledge of the concept and perform the skill without assistance from the teacher.

•Teacher may provide additional structured or guided practice to those students who still need it.

•For students who are in the independent phase, feedback may be delayed.

•Practice goal is fluency.

Characteristics of Direct I nstruction

•Ongoing Checking for Understanding of All Students •Activel y Engaged Students •Cues and Prompts •Immediate Corrective Feedback •Effici ent Use of Instructional Time •Choral Response •Teacher Making Decisions based on Responses •Positive Classroom Environment •Interactive Structures •High Expectations for Student Learning •Clear Routines and Procedures •Visual Representations and Graphic •Distributed Practice Organizers

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Presentation

•Provide a detailed model of new concept and/or skill

•Plan to model

•Stay focused on the topic

•Choose materials

•Provide visual supports and representations (Thinking Maps)

•Incorporate student engagement

Orientat ion Purpose: Ori ent students to new material by clarifyin g the purpose and objective prior to presenti ng new material .

Presentation Purpose: Prov ide initial explanation of the new concept and/or skill.

Stay focused on the topic!

Structured Practice Purpose: Master each step one at a time.

Guided Practice Purpose: Mo ve students toward accuracy.

Independent Practice Purpose: Tra nsfer new knowledge from short to long term memory.

Content Objecti

ve

Activate Prior Knowledge

Teaching the Concept

Teaching the Skill

Developing the Concept and Skill Demonstrate Knowledge

• •Teacher states the objective.

•Teacher has clear expectations for student accounta-bility

•Teacher makes clear connections between the new material to students’ existing knowledge, either previously taught material or knowledge that universal to all students.

•Students actively make connections.

Teacher teaches the new concept by: •describing the

characteristics of the concept.

•providing the rule or definition.

•giving examples and non-examples.

•providing a visual representation of the concept.

Teacher teaches the new skill by: •providing the

steps of the skill with examples of each step.

•providing a visual representation of each step.

•Teacher leads students through practice examples of each step in order to reduce errors in the initial learning stages.

•Immediate corrective feedback is crucial.

•May return to this level at any time the students are unsuccessful in less structured phases of practice.

•Teacher gradually reduces support and students eventually apply the steps independently.

•Teacher monitors students as they work independently, i n partner pairs, or table groups.

•The visual tool is referenced as necessary to remind students of the steps or concept.

•Feedback is immediate.

•Students demonstrate knowledge of the concept and perform the skill without assistance from the teacher.

•Teacher may provide additional structured or guided practice to those students who still need it.

•For students who are in the independent phase, feedback may be delayed.

•Practice goal is fluency.

Characteristics of Direct I nstruction

•Ongoing Checking for Understanding of All Students •Activel y Engaged Students •Cues and Prompts •Immediate Corrective Feedback •Effici ent Use of Instructional Time •Choral Response •Teacher Making Decisions based on Responses •Positive Classroom Environment •Interactive Structures •High Expectations for Student Learning •Clear Routines and Procedures •Visual Representations and Graphic •Distributed Practice Organizers

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Guided Practice•Move students toward accuracy

•Teachers gradually reduce support and release responsibility to students

•Monitor students as they practice skill

•Provide immediate feedback

•Incorporate student engagement

•Questions to consider:What materials will you use?Partners or groups?How will you check for understanding?Who needs more SP?

Orientat ion Purpose: Ori ent students to new material by clarifyin g the purpose and objective prior to presenti ng new material .

Presentation Purpose: Prov ide initial explanation of the new concept and/or skill.

Stay focused on the topic!

Structured Practice Purpose: Master each step one at a time.

Guided Practice Purpose: Mo ve students toward accuracy.

Independent Practice Purpose: Tra nsfer new knowledge from short to long term memory.

Content Objecti

ve

Activate Prior Knowledge

Teaching the Concept

Teaching the Skill

Developing the Concept and Skill Demonstrate Knowledge

• •Teacher states the objective.

•Teacher has clear expectations for student accounta-bility

•Teacher makes clear connections between the new material to students’ existing knowledge, either previously taught material or knowledge that universal to all students.

•Students actively make connections.

Teacher teaches the new concept by: •describing the

characteristics of the concept.

•providing the rule or definition.

•giving examples and non-examples.

•providing a visual representation of the concept.

Teacher teaches the new skill by: •providing the

steps of the skill with examples of each step.

•providing a visual representation of each step.

•Teacher leads students through practice examples of each step in order to reduce errors in the initial learning stages.

•Immediate corrective feedback is crucial.

•May return to this level at any time the students are unsuccessful in less structured phases of practice.

•Teacher gradually reduces support and students eventually apply the steps independently.

•Teacher monitors students as they work independently, i n partner pairs, or table groups.

•The visual tool is referenced as necessary to remind students of the steps or concept.

•Feedback is immediate.

•Students demonstrate knowledge of the concept and perform the skill without assistance from the teacher.

•Teacher may provide additional structured or guided practice to those students who still need it.

•For students who are in the independent phase, feedback may be delayed.

•Practice goal is fluency.

Characteristics of Direct I nstruction

•Ongoing Checking for Understanding of All Students •Activel y Engaged Students •Cues and Prompts •Immediate Corrective Feedback •Effici ent Use of Instructional Time •Choral Response •Teacher Making Decisions based on Responses •Positive Classroom Environment •Interactive Structures •High Expectations for Student Learning •Clear Routines and Procedures •Visual Representations and Graphic •Distributed Practice Organizers

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Focus Lesson

Guided Instruction

Collaborative

Independent

“I do it”

“We do it”

“You do it together”

“You do it alone”

Two Ideas: One Common Purpose