Nancy Frey, Ph.D.San Diego State University

nfrey@mail.sdsu.edu

Structured Teaching: A Gradual Release of Responsibility Model

of Instruction

PowerPoints available From www.fisherandfrey.comClick “Resources”

Early Predictors for Passing (or Failing) the CAHSEE • Grade Point Average

• Absences• Classroom Behavior

These are present as early as fourth grade

Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California High School Exit Exam. Sacramento, CA: Public Policy Institute of California.

Education is loaded with myths…

Hard Books• “Students must read books at their grade level”

Whole Class Texts• “Read chapter 4 and answer the questions”

Interventions for Struggling Readers

• “I’m teaching fluency”

It sounds so easy, so what gets in the way?

Myths about Project-Based Learning

Direct teaching is bad.

Only the “smart” kids benefit from PBL.

All the projects take weeks or months to finish.

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Retention: d = - 0.16

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Homework: d = .29

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Small group learning: d = 0.49

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Meta-cognitive Strategies: d = 0.69

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Reciprocal Teaching: d = 0.74

7 Essentials for PBL

Larmer & Mergendoller, 2010

1. A need to know.

2. A driving question.

3. Student voice and choice.

4. 21st century skills.

5. Inquiry and innovation.

6. Feedback and revision.

7. A publicly presented project.

Three ideas

Increase instructional

consistency.

Teach for

interaction with you and the content.

Teach for metacognition.

Internalize a gradual release of responsibility instructional framework.

Apply GRR to a PBL approach to learning.

Interact with colleagues about both.

Today’s Purposes

Discuss skills students need for 21st century PBL.

Identify quality indicators of effective instruction.

Use quality as a method for conducting instructional

rounds.

Apply principles of feeding up, feeding back, and feeding forward to improve learning.

Tomorrow’s Purposes

A little experiment…

http://www.polleverywhere.com/

The First Idea: Increase instructional consistency.

Let’s Make a Foldable™

Envelope fold• Focus Lesson• Guided Instruction• Collaborative Learning• Independent Learning

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.

The sudden release of responsibilityTEACHER 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.

DIY School

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.

Time for a Story

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.

Video available at http://books.heinemann.com/wordwise/

Table Talk

What evidence do you see of learning in this classroom during

modeling, guided instruction, collaborative learning, and

independent learning?

The Second Idea: Teach for interaction

with you and the content.

Modeling Your Thinking

• Goal: arrive at “truth”• Importance of “close reading” an

intensive consideration of every word in the text

• Rereading a major strategy• Heavy emphasis on error detection• Precision of understanding

essential • Conclusions subject to public

argument

Cindy Shanahan, 2008

Reading Math Textbooks

Thinking Aloud in Math

Background knowledge (e.g., When I see a triangle, I remember that the angles have to add to 180°.)

Relevant versus irrelevant information (e.g., I’ve read this problem twice and I know that there is information included that I don’t need.)

Selecting a function (e.g., The problem says ‘increased by’ so I know that I’ll have to add.)

Setting up the problem (e.g., The first thing that I will do is … because …)

Estimating answers (e.g., I predict that the product will be about 150 because I see that there are 10 times the number.)

Determining reasonableness of an answer (e.g., I’m not done yet as I have to check to see if my answer is makes sense.)

Fisher, D., Frey, N., & Anderson, H. (2010). Thinking and comprehending in the mathematics classroom (pp. 146-159). In K. Ganske

& D. Fisher (Eds.), Comprehension across the curriculum: Perspectives and practices, K-12. New York: Guilford.

Livescribe Pulse Smartpen

Teacher thinks aloud doing a math problem, then uploads notes to classroom wiki

Table Talk•In what ways does Dina connect mathematical thinking to thinking aloud?•How does she establish an environment where learners explain their thinking?

Guiding

Instruction

Let’s make a

Foldable

Robust Questions

Prompts

Cues

Direct Explanation

Guided Instruction

Direct explanation and modeling

Cues

Prompts

Robust questions

Teacher: What is a nocturnal animal?Student: An animal that stays awake at

night.Teacher: Good. What is a diurnal

animal?

I-R-E

Teacher: What is a nocturnal animal?Student: An animal that stays awake

at night.Teacher: Tell me more about that.

Does a nocturnal animal have special characteristics?

Student: Well, it doesn’t sleep a lot. Probe

Teacher: What is a nocturnal animal?Student: An animal that stays awake

at night.Teacher: Tell me more about that.

Does a nocturnal animal have special characteristics?

Student: Well, it doesn’t sleep a lot.

Misconception

Teacher: What is a nocturnal animal?Student: An animal that stays awake at night.Teacher: Tell me more about that. Does a nocturnal

animal have special characteristics?Student: Well, it doesn’t sleep a lot.Teacher: I’m thinking of those pictures we saw of the

great horned owl and the slow loris in the daytime and at night. Does your answer still work?

PROMPT

Background knowledge prompts

invite students to

use what they know to resolve problems

Process or Procedure Prompts

To perform a

specific task

Cues

Shift attention to sources of

information

More direct and specific than prompts

the expert commentator sees things you don’t

cues do the same for

novices

Attention grows with competence

Direct Explanation

Direct Explanation

Take care not to re-assume responsibility too quicklyTake care not to re-assume responsibility too quickly

Identify

Explain

Think aloud

Monitor

Table Talk

• How does Rita encourage oral language while building vocabulary?

• How are students using their language knowledge to develop new vocabulary learning?

Responding When Students Don’t Get It

• Read the article and take notes in the top left quadrant of the Conversation Roundtable.

• What quote from the article resonates with you?

• Take notes throughout the discussion on what your group members have to say.

• Summarize in the rhombus in the center.

Conversational Roundtable

Your Notes: Group Member #2:

Group Member #3: Group Member #4:

Summ

arize

The Third Idea: Teach for metacognition.

Making Group Work

Productive

Making Group Work

Productive

Students work together to solve problems, discover information, and complete projects

Students use the “language of the lesson”

Purposes of Productive Group Work

It is not:•Ability grouping

•For introducing new information or new skills

• Students are consolidating their understanding

• Negotiating understanding with peers

• Engaging in inquiry• Apply knowledge

to novel situations

These are key to successful PBL

But it’s more than merely being “engaged”…

He’s engaged…

… they’reinteracting.

Reading• Literature Circles• Collaborative

Strategic Reading• Reciprocal

Teaching• Partner reading• Jigsaw

Sample Instructional Routines

Sample Instructional Routines

Writing• Progressive

Writing• Paired Writing• Peer response• GIST writing• Collaborative

poster

Sample Instructional Routines

Sample Instructional Routines

Rural Voices Project

Sponsored by the National Writing Project

Students podcast about their hometowns

Sample Instructional Routines

Sample Instructional Routines

Oral Language• Think-Pair-Square• Numbered Heads

Together• Socratic Seminar• Walking Review• Novel Ideas Only

How have you helped today?

Did you offer help?

Did you ask for help?

Did you accept help?

Did you nicely decline help so

you could try it yourself?

Conversational Roundtable

Visualize It: Write It:

Calculate It: Check It:

Table Talk

What are your favorite ways to encourage collaboration between students? What are the benefits

and challenges?

What does it take to make a task engaging and interactive?

Enough background knowledge to have something to say.Enough background knowledge to have something to say.

Language support to know how to say it.

A topic of interest.

An authentic reason to interact.An authentic reason to interact.

Expectations of and accountability for the interaction.

An established community of learners that

encourage and

support each other.

Understanding of the task.

Knowledge of the norms of interaction.

Independent Learning: Not Just “Do It Yourself” School

Independent Learning: Not Just “Do It Yourself” School

26% Number of high school

teachers who “often or

very often” run out of time in class and assign the content

for homework

(MetLife, 2008)

Traditional homework occurs

too soon in the instructional cycle.

Goals of Homework

• Fluency building• Application• Spiral review• Extension

Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making responsibility

possible. English Journal, 98(2), 40-45.

Consistency Interaction

Metacognition