The Gradual Release Model

of Instruction

November 21, 2011

O

Staff DevelopmentNovember 21st Agenda

8:00-9:00 Whole Group: Katie BerglundNutrition 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-Purpose1:00-3:00 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 classroomsTEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Direct Instruction

“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.

The “Good Enough” Classroom

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Direct Instruction

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

Direct Instruction

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.

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 grade-level you most often teach.

Small Group Break-Out

Pre-Assessment

With regard to the gradual release framework…

“I” strategies “We” strategies “You All” strategies

“You” strategies

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

Objectives

Teacher Responsibility

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning Tasks

“I do it”

“We do it”

“You do it together”

“You do it alone”

Student Responsibility

The Gradual Release Framework

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”PurposeTo introduce a concept, skill, or

strategyTo demonstrate, model, and/or

share teacher thinking

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

Direct Instruction: Key Features

Brief (5–15 minutes long)

Teacher carries the cognitive load

Metacognitive

Establishes purpose for learning

“I do it”

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

Direct Instruction : “I do it”

StrategiesModeling Direct

ExplanationDemonstratio

n

Think AloudsWrite AloudsShared

ReadingDirect Instruction

Guided Instruction

Collaborative Learning

Independent Learning

What does it look like in your classroom?

Guided Instruction : “We do it”

PurposeTo 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 FeaturesCognitive load begins to shiftSmall group instructionTakes place during collaborative learningTeacher 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”

StrategiesGuided Reading and Guided

WritingStudent Think Alouds

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

What does it look like in your classroom?

Collaborative Learning “You all do it”

PurposeFor students to apply

learning with peer support

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

Collaborative Learning: “You all do it”

Key FeaturesPositive student interaction and small-group

skillsFace-to-face interactionsIndividual and group accountabilityGroup processing-looks to peers for clarification

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

Collaborative Learning: “You all do it”

StrategiesReciprocal (shared) TeachingListening / Viewing StationsVisual Displays/ Graphic OrganizersLiterature CirclesLabs & Simulations Jigsaw Grouping

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

What does it look like in your classroom?

Independent Learning: “You do it”

PurposeFor 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 FeaturesMeaningfulAuthenticRelevantStandards Based

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

Independent Learning: “You do it”

StrategiesIndependent Learning

CentersIndependent ReadingWriting to PromptsProblem SolvingPractice WorkAssessments

Direct Instruction

Guided Instruction

Collaborative Learning

Independent Learning

What does it look like in your classroom?

“Real Time Teaching” TextDirections: Save the Last Word for Me

1.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.2.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.3.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.4.Discussion continues in this fashion for each section of the text.

How could you use this strategy in your classroom?

How prepared do I feel implementing and modeling the gradual release framework in my own instruction.

Self-Assessment

Very Prepared

Somewhat Prepared

Need More Support and Information

I do it

We do it

You all do it

You do it

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 ActivityJill- 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.

ResourcesInformation 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).