Transcript Improving Adolescent Literacy by Douglas Fisher & Nancy Frey

The Gradual Release Model
of Instruction
November 21, 2011
O
Staff Development
November 21st Agenda
8:00-9:00 Whole Group: Katie Berglund
Nutrition Break 9:00-9:15
9:15-10:45 Grade Level Group:
6th Grade: Room 315 (Jen & Lynn)
7th Grade: Room 223 (Jen Gosha)
8th Grade: Room 331 (Jill Rollie)
Break 10:45-11:00
11:00-12:00 Whole Group: Multi-Purpose
1:00-3:00 Meet with Departments
Why Literacy?
“…two factors within the control of the
school can make a difference in the literacy
experiences [learning] of the young
adolescents who attend them. Namely how
we use instructional time and the
consistency with which we implement
literacy based instructional strategies”
(Fischer and Frey, 2007).
Intended Outcomes
By the end of this workshop, you should:



Apply the framework of gradual release.
Apply literacy strategies that support the
framework for gradual release.
Create a plan to support implementation of the
gradual release framework in our classrooms at
Ellis.
The sudden release of responsibility often
times seen in secondary classrooms
TEACHER RESPONSIBILITY
“I do it”
Direct
Instruction
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
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
Direct Instruction
“I do it”
Guided
Instruction
“We do it”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
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.
A Model for Success for All Students
TEACHER RESPONSIBILITY
“I do it”
Direct Instruction
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
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.
Small Group Break-Out
9:15-10:45 Grade Level Group:
6th Grade: Room 315 (Jen & Lynn)
7th Grade: Room 223 (Jen Gosha)
8th Grade: Room 331 (Jill Rollie)
*Off-Team please attach yourself to the gradelevel you most often teach.
Pre-Assessment
With regard to the gradual release framework…
“I” strategies
“We” strategies
“You All”
strategies
“You” strategies
Objectives
Content: Identify the purpose and
characteristics of the gradual release
framework through discussion
Literacy: Analyze characteristics of each level
of gradual release and identify instructional
and literacy strategies that support each area
The Gradual Release Framework
Teacher Responsibility
“I do it”
Direct Instruction
Guided Instruction
“We do it”
Collaborative Learning
“You do it
together”
Independent Learning Tasks
“You do
it alone”
Student Responsibility
Figure from: Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release
of responsibility. Alexandria, VA: Association for Supervision & Curriculum Development, p. 4.
”
Direct Instruction: “I do it”
Purpose
 To introduce a concept, skill, or strategy
 To demonstrate, model, and/or share
teacher thinking
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Key Features
Direct Instruction: “I do it”

Brief (5–15 minutes long)

Teacher carries the cognitive load

Metacognitive

Establishes purpose for learning
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Direct Instruction : “I do it”
What does it look like in your classroom?
Strategies
 Think Alouds
 Modeling
 Direct Explanation
 Demonstration
 Write Alouds
 Shared Reading
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Guided Instruction : “We do it”
Purpose
 To provide strategic and targeted instruction to small or
whole groups through the use of scaffolding
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Guided Instruction: “We do it”
Key Features
 Cognitive load begins to shift
 Small group instruction
 Takes place during collaborative learning
 Teacher follows students’ leads through the use of cues,
prompts, questions, and scaffolding
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Guided Instruction: “We do it”
What does it look like in your
classroom?
Strategies
 Guided Reading and Guided Writing
 Student Think Alouds
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Collaborative Learning “You all do it”
Purpose
 For students to apply learning with peer
support
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Collaborative Learning: “You all do it”
Key Features
 Positive student interaction and small-group skills
 Face-to-face interactions
 Individual and group accountability
 Group processing-looks to peers for clarification
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Collaborative Learning: “You all do it”
What does it look like in
Strategies
your classroom?
 Reciprocal (shared) Teaching





Listening / Viewing Stations
Visual Displays/ Graphic Organizers
Literature Circles
Labs & Simulations
Jigsaw Grouping
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Independent Learning: “You do it”
Purpose
 For students to apply learning
independently so that they become
increasingly autonomous in their learning
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Independent Learning: “You do it”
Key Features
 Meaningful
 Authentic
 Relevant
 Standards Based
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Independent Learning: “You do it”
What does it look like in your
classroom?
Strategies
 Independent Learning Centers
 Independent Reading
 Writing to Prompts
 Problem Solving
 Practice Work
 Assessments
Direct Instruction
Guided Instruction
Collaborative
Learning
Independent Learning
Directions:
Save the
Last Word forText
Me
“Real Time
Teaching”
1.
2.
3.
4.
Read text. Write a quotation from each section of the text
you find interesting on one side of the card and why you
find each quote interesting on the opposite side of the card.
Divide into four groups. The first person in each group
shares one of his/her quotes but does not say why this
interested him/her.
After everyone has taken about 1 minute to react/respond
to the quote that was shared, the person who chose the
quote wraps up the discussion with some final words about
the quotation.
Discussion continues in this fashion for each section of the
text.
How could you use this strategy in your classroom?
Self-Assessment

How prepared do I feel implementing and
modeling the gradual release framework in my
own instruction.
Very Prepared
I do it
We do it
You all do it
You do it
Somewhat
Prepared
Need More
Support and
Information
What’s Next?
 Break
 Collect a text that you are currently using
with students and bring it with you to the
next session
 Gather in the lunchroom11:00 (sit next to
your grade level, curricular counterpart)
 Simulation and application of Think Aloud
and Shared Reading approach
Introduce Whole Group Activity
 Jill- introduce activity…teachers will be responding to the
read /think aloud by listing strategies used
 Lynn and jen-read the script Lynn-text; Jen-instructor
 Jen G.- hands out article- refers to strategies-Explain
independent practice
 Katie will explain “literacy” day expectations on Dec 7th.
Resources
 Information used from a presentation given by Kevin Perks
(2008).
 Information and charts taken from Fisher/Frey (2008).
 Real Time Teaching, Journal of Adolescent and Adult Literacy
(2009).
 You Can Read This Text, I’ll Show You How, International
Reading Association (2008).