sequencing and scaffolding instruction a gradual release of responsibility model sarah king veigel,...
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Sequencing and Scaffolding Instruction
A Gradual Release of Responsibility Model
Sarah King Veigel, Ninth Grade English, North Junior High Debbie Moore Foster, Curriculum Director, Compass Charter School
Boise State Writing Project Teacher Consultants
How Do We Learn?
1. Think about something you learned to do?
2. Why did you want to learn it?3. How did you learn it?4. How did you know you learned it?
Essential Questions to Guide Our Work… When and how is teaching most powerfully enacted? Under what
conditions does learning most powerfully occur?
How can the Gradual Release of Responsibility Model build capacity in my students as learners?
How do I sequence instruction to effectively transfer the load of cognitive complexity over to my students?
What are effective scaffolding techniques to use with my students as I transfer responsibility for learning and knowledge over to them?
Gradual Release of Responsibility: an
Effective Delivery Model
“The gradual release of responsibility model of instruction stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility.”
Duke and Pearson, 2002, p. 211
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.
But…
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.
And…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.
And Still…In 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.
Just “Getting the Job Done” is not enough.
Clarifying Some Terms… What is sequencing?
What is scaffolding?
What’s the difference between the two?
Principles of Sequencing
From… To…Easy Hard
Immediate Imagined
Close to Home Far From Home
Familiar Unfamiliar
Oral Written
Concrete Abstract
Visually, visually supported Textual
Short Long
Stated Implied and Inferred
Collaborative and Socially Supported
Individual and Independently Maintained
Scaffolded and Assisted Activity Independent Activity
Framework for Implementing the Gradual Release of Responsibility Model:
Focus Lesson
Guided instruction
Collaborative Learning
Independent Experiences
Lesson Delivery Sequence
Focus Lesson How will I focus my students on what they need
to learn? How will I show my students what they are expected to do?
Guided Practice How will I help my students practice? How will I
differentiate instruction?
Collaborative learning How will I incorporate collaborative structures?
Independent Practice How will my students become independent
learners? How will they demonstrate independence?
“I DO”Focus Lessons:
“I DO” Focus LessonsTypes of Focus Lessons:
Explicit/Direct InstructionModelingThink AloudsMetacognitive Processing
“I DO” … Explicit Instruction What: Tell students specifically what
strategies, concepts, or essential learning they are going to learn.
Why: Tell them why it is important for them to learn the strategies, concepts, or essential learning.
How: Tell students how to use the strategies, concepts, or essential learning.
When: Tell students when they will use the strategy, concept, or essential learning.
Explicit Instruction is… Introducing the
WhatWhyHow When
Making connections to previous learning
Setting a purpose for learning Introducing key vocabulary
Explicit Instruction is not…
Giving directions
Lecturing
Assigning Worksheets
Assigning reading
Asking questions
“I DO”…Modeled Instruction
Modeled Instruction Select examples aligned with guided practice,
independent practice, and assessment. Demonstrate how to complete examples step
by step. Verbalize thinking
teacher think-a-loud forming mental pictures, connecting information to prior knowledge, creating analogies, clarifying confusing points, and/or making/revising predictions.
Modeled Instruction is… Demonstrating the strategy or skill
Thinking aloud (how and why)
Thinking through the process
Students observing and listening
Modeled Instruction is not…
Extending direct instruction
Lecturing
Asking questions and students answering (I.R.E. Model—Initiate, Respond, Evaluate.)
Students working or using the strategy
Showing an end product without demonstrating the process
Is This Modeling?Teacher: Why did Lewis and Clark want to
explore the West? (Initiate)
Student 1: To discover California (Respond)
Teacher: Well, not really. (Evaluate) What do others think? (Initiate)
Student 2: To get some gold? (Respond)
Teacher: No, not yet. (Evaluate) Before the Gold Rush, why did Lewis and Clark want to explore? (Initiate)
Fisher & Frey, 2008
The Object of your mission is to explore the Missouri river & such principal stream of it as by it’s course and communication with the waters of the Pacific ocean, whether the Columbia, Oregon, Colorado or any other river may offer the most direct & practicable water communication across this continent for the purpose of commerce.
Let’s think about this text
Fisher & Frey, 2008
Modeling might sound like:
The Object of your mission is to explore the Missouri river
“This is a letter that President Thomas Jefferson wrote on June 20, 1803, to Meriwether Lewis. I notice that he capitalizes the word “object”. I wonder if he wants to stress the importance of what he is asking them to do.
& such principal stream of it as by it’s course and communication with the waters of the Pacific ocean, whether the Columbia, Oregon, Colorado or any other river may offer the most direct & practicable water communication across this continent for the purpose of commerce.
When he says, “and such principal stream of it”, I think he means the tributaries, or other rivers that run into the Missouri River. It sounds like he is interested in a water route across the United States when he says “may offer the most direct and practicable water communication across this continent.”
His last phrase, “for the purpose of commerce” tells me that he wants them to explore the rivers to find a direct way to conduct commerce, or business, between different parts of the country.” I also noticed some other strange things about the capitalization and the spelling of the word “principal”. If I did not know that this was a letter written by President Jefferson, I would still suspect that it was written a long time ago because of these differences.
Explicit & Modeled Instruction (I Do)
Teacher Behavior: Initiates Models Explains Thinks aloud Shows how to do it
Learner Behavior: Listens Observes Creates an example
based on teacher model
“WE DO”Guided Instruction:
“WE DO”… Practice with feedback
Provide guided practice with feedback so students have opportunity to practice desired learning.
An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s direct supervision.
Guided Practice Formats
Collaborative Structures
Cooperative Learning Groups
Cooperative Pairs
Working Individually with a student
Guided Practice Select examples aligned with independent
practice and assessment.
Start guided practice with teacher-led question and answer practice.
Ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Loud” to justify thinking and explain logic.
Incorporate Collaborative Structures for additional practice with peer support.
Conduct Checks for Understanding throughout the lesson.
Guided Practice is… Doing it together
Bridging instruction to independence
Working together in whole or small groups
Differentiating instruction
Checking for understanding
Facilitating the skill development
Responding to student needs
Student Accountable Talk Ask higher order questions requiring
explanation with “Student Accountable Talk” or “Student Think-a-Loud” to justify thinking and explain logic. Ask “Why” and “Why Not” questions Use Higher Order Thinking question stems Scaffold questions to reach higher order thinking Allow students’ extended time to prepare
responses Require use of content specific vocabulary Reference vocabulary acquisition tools (interactive
word wall, lesson vocabulary on whiteboard, foldables, skill process posters, etc.)
Checks for Understanding Conduct Checks for Understanding
throughout the lesson. Thumbs Up/Down/Middle White Board Responses Response Cards Student Accountable Talk Journal Responses Cornell Notes Summaries Board Races Exit Tickets
Guided Practice is not…
Working independently without teacher support
Working in pairs or groups without teacher support
Supporting every student the same
Guided Practice
Teacher Behaviors Demonstrates Leads Suggests Explains Responds Acknowledges Answers Questions
Student Behaviors Listens Interacts Questions Collaborates Responds Tries out Participates
“YOU DO IT TOGETHER”
Collaborative Learning
Collaborative Learning IS: Engagement in meaningful tasks to
support ongoing learning Positive interdependence An opportunity for face to face Interactions A time for individual and group
accountability Meaningful group processing on progress
Collaborative Structures Pair and Square Quads
Reciprocal Teaching
Literature Circles/Book Clubs
Labs and Simulations
Jigsaw
Rally Table
Pairs Check
Numbered Heads Together
Talking Chips
Team-Pair-Solo
Collaborative Learning is NOT A time to introduce new information “Group Work” in which a single product is
produced by the group Ability Grouping Independent seatwork
“YOU DO IT ALONE”
Independent Learning Tasks
“YOU DO”… Independent Practice
Through Independent Practice, students have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own away from the teacher’s guidance.
About.com: Elementary Education. 2010. Independent Practice. The New York Times Company.
Available on-line: http://K6educators.about.com/od/lessonplanheadquarters/g/independent_pra.htm
“You Do” (student)
A transition from guided practice and collaborative learning
Students working on their own, in pairs, or small groups to accomplish task
Teacher monitoring for understanding
Teacher providing specific feedback about progress
Independent Learning is
Independent Learning is not…
Right after explicit instruction
Students working on assignment without prior instruction
Working in a small group with a teacher
Summative assessment
Work unrelated to the learning objective
What does it look like? Writing Activity
Journal
Learning Logs
Short Response
Essay
Raft
Venn-Diagram
Summarize
Compare/Contrast
Cornell Notes
Gist
Concept Maps
QAR
The Most Important Thing
Independent LearningStudent Behavior
Applies learning Takes charge Practices Problem solves Approximates Self-corrects
Teacher Behavior Scaffolds Validates Teaches as needed Evaluates Observes Encourages Clarifies Confirms Coaches
Explicit Instruction
Modeled Instruction
Guided PracticeCollaboration
Independent Practice
Gradual Release of
Responsibility
ResourcesFisher, D. (2007) Improving adolescent literacy: Content area
strategies at work. Digital writing, digital teaching: Integrating new literacies into the teaching of writing. Available online: http://hickstro.org/2007/03/10/doug-fishers-improving-adolescent-literacy-strategies-at-work/
Fisher, D. & Frey, N. (2008). Better learning through structured teaching. Association for Supervision and Curriculum Development (ASCD).
Fisher & Frey (2008). Fisher&Frey resources. Retrieved February 10, 2010, from www.fisherandfrey.com
Wilhelm, J., Baker, T., & Hackett, J. (2001). Strategic reading: Guiding students to lifelong literacy 6-12. Boynton/Cook Publishers Inc.