What is the most effectiveTeaching and Learning?

Jeffrey D WilhelmBoise State University

Based on work explored inStrategic Reading, Wilhelm, Baker and DubeEngaging Readers and Writers with Inquiry,

Wilhelm

Questions to ask

• What was learned?• Why was it learned?• How was it learned?• How do you know it was learned?• When and where was it learned?

• How do you value each of these answers?

Perhaps try some Procedural Feedback

• “The way Frank can repeat the principles but not employ them leads me to the conclusion . . . /indicates that what he learned was . . . And not . . . . because

• (Understanding requires naming data, interpreting data, justifying interpretations)

• DATA YOU NOTICED, INTERPRETATION OF DATA, WHY YOU INTERPRETED IT THAT WAY . . .

• Then try to reach consensus, along with evidence and reasoning for your ranking; if you cannot reach consensus be able to describe the reasons for your disagreement

What is Effective Teaching- and Learning?

• Rank the following scenarios from the scene in which the best teaching is taking/has taken place (1) to the scene in which the least admirable teaching and learning has taken place (6). After you do your individual ranking, you’ll be working in small groups to try to persuade others of your ranking. Therefore, as you do your ranking you should be thinking about the principles that inform your ranking and how you’ll explain and defend them to others. Consider WHAT is learned, WHY it was learned, HOW it is learned, WHEN AND WHERE it was learned, and HOW you know it was learned and HOW you value these various aspects of the learning situation.

Curriculum/Teacher Centered• Information Transmission is the goal• One right answer• Information is:• Linear• Accepted• Invariable• Factual• Past Orientation• Fixed Mindset towards learning and towards

knowledge• Compliant

Student Centered

• Discovery, Natural Learning on one’s own is the goal

• Pursue personal interests; come up with personally satisfying answers

• Infinite Individual Answers• Knowledge is a Personal Construction• Present orientation• The present determines all learning possibility• Personal Indendepence

Learning Centered Apprenticeship into Expertise

• A few, varying justifiable answers depending on situation and goals

• Usable Knowledge Construction is the goal• Knowledge is contextual, structured, archived• Knowledge is applied and used• Web-like, extensible • Systematic, verified and justified according to

disciplinary standards• Revisable• Socially constructed• Future orientation• Growth mindset towards all learning and all knowledge

construction (knowledge is always evolving)• Independence within the context of expert practice

Vygotsky on Education• “What the child can do in cooperation today she

can do alone tomorrow.”• “When teachers continually offer children, or

permit them to choose problems that they are able to handle without assistance or provide experiences that are too distant from children’s independent mastery, then they fail to orient instruction so it enhances development.”

• “Instruction is good only when it proceeds ahead of development. It then awakens and rouses to life those functions which are in a stage of maturing, which lie in the zone of proximal development. It is in this way that instruction plays an extremely important role in development.”

Declarative/Informational (Conceptual) vs. Procedural Learning

• ____ 1. Frank has been taking golf lessons for six months. His pro is famous for basing his instruction on four key principles. Frank knows these principles by heart. In fact, he’s so good at explaining them to others that his playing companions feel that they are getting the benefit of professional advice without having to pay for it. However, Frank isn’t always able to put these principles into practice. Sometimes everything clicks for a hole or two but rarely for more than that. Frank scored in the low 90’s when he began his lessons, and he typically scores in the low 90’s now.

Purpose and Passion as Pre-requisite: Reasons to learn/Gano!

•• ____ 2. Maria has completed her dissertation and has just accepted

a job in the Department of History in a major research university. As she packs up her apartment, she finds herself thinking about the course that started her on her way, an introductory course on 19th century European history. Although she doesn’t remember much about the specific content (in fact, she chose an entirely different area for her own specialty on the role of immigrants in the labor movement) and has rejected the type of historiography her professor did, she does remember the passion that Professor Neal displayed in her teaching, and the profound conviction she expressed that “doing history” matters. That was the first time Maria thought that studying history could make a difference, and that being a historian was a worthwhile pursuit.

What is enduring understanding/threshold knowledge?

Vs. What works in the moment –what are we really trying to achieve?

• _____3. Peter recently moved with his two small children to a house in the city on a street far busier than the one they lived on in the suburbs. Peter explained to his kids, ages two and three, that they must never walk in the street because cars were dangerous. One day he was raking leaves while the kids were playing. He turned his back for a minute or two and looked back, horrified to see his kids jumping in the leaves he had raked into the street. He ran to the kids and slapped their hands, the first time he had ever physically disciplined them. The children were shocked and burst into tears. Neither child ever went in the street again.

What constitutes the process of real learning? Understanding?

• _____4. As Jude looks back on high school, she realizes that her favorite class was sophomore English. It was different than any other class she had ever taken - maybe it was this uniqueness that made it powerful and special for her. In this class there were no formal assignments. Her teacher, Mr. James, began the year by soliciting topics from the class that were of interest to them and that were also of social significance. He then brought a wide variety of materials in on these topics - ranging from articles and videos to classic pieces of literature. He also encouraged them to find their own information. Students spent almost all of their time reading and thinking about these issues, usually on their own. Each week, discussions and debates would be held in small groups. At the end of each quarter, groups formed and created “knowledge documents”. They were free to choose their topics and their projects. During the year, Jude had participated in creating a museum display, a video documentary, a hypermedia document, and an informational website. Each quarter ended with a “Family and Friends Night” where these projects were shared. Though Jude couldn’t remember Mr. James ever actually instructing her in any way, she had never read so much or been so motivated to learn. And though she couldn’t really name what she’d learned, she knew it had to do with asking questions, working alone, and working with others.

What’s not to like? The issue of transfer

• 5. Tom has a piano competition coming up soon. His teacher has gone through Tom’s piece with him several times, note by note, explaining every detail. His teacher has also recorded the piece the way it should be played. Tom listens to it all the time; he even falls asleep with his Walkman on. Tom practices hours every day until he plays the piece exactly the way his teacher did. At the competition Tom plays the piece just as he had hoped and he wins first place. His parents have never been so proud.

Vygotsky; inquiry and apprenticeship into expertise; the ZPD, the social nature of

knowledge; deliberate practice, consciously competent knowing and doing

6. Arlene is working this summer with her uncle, who is an electrician. He insists that she know how to do everything, and that she understands why they do things the way they do. It is hard, frustrating, challenging, but fun - and she feels like she is learning a lot. Her uncle often tells her: “I want to help you understand electricity the way electricians AND physicists understand it.” To this end, they began playing with batteries, conducting wire, and light bulbs to make different kinds of circuits. Her uncle then asked her to articulate rules of electrical circuits. He then took what she thought and set up experiments that contradicted what she thought. He often said to her: “Observe, explain and observe again!” Pretty soon her uncle would ask her to explain problems that she saw on the job and to talk him through his repairs. Soon after that, he let her do her own work, under his careful eye, then allowed her to work on her own. Arlene felt like she really knew about electricity, and that every day she knew a little bit more that built on what she knew before. Still, this kind of learning took a long time, and there were still things she didn’t understand and that her uncle wouldn’t let her do YET.

Using Inquiry as Cognitive Apprenticeship to promote

competence and expertise for all learners

Jeffrey D WilhelmBoise State University

Based on work explored inStrategic Reading, Wilhelm, Baker and Dube

Heinemann Publishers

To be of use, Marge Piercy

• The people I love the best

• jump into work head first

• without dallying in the shallows

• and swim off with sure strokes almost out of sight.

• I love people who harness themselves, an ox to a heavy cart,

• who pull like water buffalo, with massive patience,

• who strain in the mud and the muck to move things forward,

• who do what has to be done, again and again.

• The work of the world is common as mud.Botched, it smears the hands, crumbles to dust.But the thing worth doing well donehas a shape that satisfies, clean and evident.Greek amphoras for wine or oil,Hopi vases that held corn, are put in museumsbut you know they were made to be used.The pitcher cries for water to carryand a person for work that is real.

This is why we are here; this is why we are thinking partners for each other; it is what the boys in the Reading Don’t

Fix No Chevys study wanted• Find real and important work• Embrace the work• Pursue it mindfully over time to improve

and hone the work and help others into the work

• Deliberately practice to achieve expertise

Inquiry, as a term of art in cognitive science, is

• The rigorous apprenticeship into disciplinary expertise

• To meet the correspondence concept

• To improve, all teachers and students need the same thing: to be assisted to meet focused goals over time . . .

• Through Deliberate Practice

The Power of Practice is necessary to expertise

• Anders Ericsson’s research• 3,000 hours of assisted practice focused on the

correspondence concept within ten years for competence with a complex repertoire

• 10,000 hours of practice for expertise• Patterns of reading study; NAEP writing study

– no way are kids getting this amount of reading, much less practice with new strategies

The importance of motivation

• Cannot possibly be overemphasized (Dulin)• Is necessary and prerequisite to all learning• Motivation = Expectation of success x valuing

of success (Expectancy value R)• Growth/Dynamic Mindset research• Can be defined as “the continuing impulse to

engage and learn”.

Thought Experiment• Think of something you really love to do -

something you would be doing right now (instead of this!) if you possibly could be . .

• I.e. What energizes you and makes you want to continue that activity? What is hard to stop once you start? What do you miss when you don’t get to do it?

• What are the characteristics of that activity that make you love it?

This activity provides multiple insights

• Everyone has competence and resources: Competence/Passion effect

• Essentialization of Students, Cf. Pygmalion effect

• Situated Motivation: Conditions of motivation reside in the situation

Situated motivation is explained through the psychology of optimal experience: Conditions of “FLOW”

experience

A clear Purpose, Goals, and immediate Feedback

What could be: Make your teaching matter through Inquiry/Problem-Orientations, Essential Questions

Conditions of Flow

A challenge that requires an appropriate level of Skill and Assistance to meet the Challenge (as needed to be successful)

What could be: Frontload, Sequence into-through and beyond (topical research to critical inquiry),assist kids through their zones of proximal development, cf. Tharp and Gallimore

Conditions of Flow

• A sense of Control and Developing Competence: Voice, opinion, choice, naming growing competence

• What could be: Think-alouds, Drama/Action Strategies; use children’s and young adult literature, popular culture materials; track how students are smart and how they improve

Conditions of Flow

A focus on Immediate Experience: current relevance, make things, do things, immediate function, fun, humor, edginess and debatability and exportability

John Dewey: Democracy in Education

What could be if we focused on: Fun, Choices, student-chosen critical inquiries based on topical research into enduring understandings

Conditions of Flow

The Importance of the Social: collaborative group work, peer assistance, social purpose, negotiating and sharing what is learned

What could be: Collaborative learning, Fulfill the Contract to Care in Schools

The Contract to Care

• Get to know me personally and recognize me as an individual

• Care about me as a person and learner• Attend to my interests in some way (inside or

outside of class)• Help me to learn and don’t give up on me• Be passionate, committed, work hard and

know your stuff

It is the job of the teacher to make public those secret things that experts know and do - And then to assist

and support students in taking on those same stances and strategies

To do this we must make strategies explicit, visible and available – and then help students learn how to employ

the strategy in contexts of real use – giving them practice, practice, practice to develop their expertise!

And this is what is at stake! That actualizing one’s full potential is a civil right. And that we must consciously

and actively and explicitly teach students HOW to read, compose, problem-solve, and relate with

conscious competence if we want our students to access this civil right!

Motivation and cognition occur in the Zone of Proximal Development

• You are only engaged and can only learn in your ZPD

• Between your ZAD and ZFD• Where you can do with help using strategies

and significant effort what you cannot do alone and without significant effort

• The help you get to do what you cannot yet do alone is called TEACHING

The Apprenticeship Model: The 6 M’s

• Motivate: Essential Questions and Frontloading: Priming and Orienting

• Model: Teacher Does/Students Watch- Read Alouds, Guided Reading, Think Alouds, Drama and Action Strategies, Visual Strategies, etc.

• Mentor: Teacher does/Students Help and Students do together and Teacher Helps

• Monitor: Students do together or alone/Teacher Watches - Independent Use of all strategies to complete culminating projects

The Apprenticeship Model: The 6 M’s

• Multiple Measures –students have daily opportunities to produce deliverables demonstrating their growth and productive struggle towards competence and expertise

• Multiple Modalities – learners learn in a variety of modalities, using their strengths to address weaknesses and widening their expert repertoire for learning and understanding

Inquiry begins with a problem-frame: Characteristics of Essential/Existential

Questions

Engaging. That is, it offers potential for intriguing students and motivating student learning Enduring. That is, it leads to learning big ideas that have value beyond the classroom

Some Ways to Generate Questions

Reframing a required text or topic so that it matters/solves a problem/fulfills the original purposeReframing a standard so that it mattersLooking around the community for a connection to the topicIdentify the problem/question from the discipline that this data addresses

Essential Questions Are Not

Answerable through information retrieval; they require operating on information to see patterns and implications, and often requires developing new sets of data through critical inquiry on the part of studentsUnderstood in one day or even one weekEasily agreed upon

Essential Question for Romeo and Juliet

What makes and breaks a relationship?For other units: What are my civil rights and how can I best protect them? What makes a good home? What makes a good friend? What can we do to protect the environment? Do We Find or Create Our True Selves?

What Rights and Responsibilities Should Teens Have? How Can We Balance Everyone’s Rights? What Makes a Hero? What Influences a Person’s Choices? What Makes a Good Parent?

Recent Essential Questions

Admin/PD: what is an effective EQ? What is the most effective teaching and how can we implement it?

Macbeth: How far are you willing to go to get what you want?

Pre-Algebra: What determines who wins?Civics: What makes a law useful and fair?

Essential Questions to Guide Our Work…

• How can we promote the most engaged and effective teaching/learning of reading, writing, speaking and listening?

• Subquestions:• HOW DO WE ENACT TRANSMORMATIVE LITERACY? • What purposes are most powerful and most motivate students

now and over time? WHY• How do we best work towards our own and students’ conscious

competence? HOW• What should we be teaching if we want students to build capacity

for learning throughout a lifetime? WHAT• When, where and how is teaching most powerfully enacted?

WHEN, WHERE AND HOW – SITUATED COGNITION• How can the Gradual Release of Responsibility Model APPRENTICE

my students and SCAFFOLD THEIR WORK to build capacity in my students as learners with a growth mindset and self-efficacy? HOW

• How do I sequence instruction to effectively transfer the load of cognitive complexity over to my students? HOW

What is worth knowing???Identifying Conceptual and Procedural

KnowledgeTo be developed for achievement of expertise, necessary to completing the culminating projectConceptual: Big, toolish understandings that can be used to think and discuss withProcedural: What students need to be able to do to participate in the debate as novice experts, to participate in creating cultural knowledge and understandings

For Romeo and Juliet

• Conceptual: All relationships occur in a network of relationships and must accommodate this network.

• Procedural: Write an argument: claim writing, data citation, pattern seeking, warranting, backing, responses to reservation – using concepts about relationships and ideas from Romeo and Juliet

Examples of Meaningful MakingWritingArguments: of Extended

Definition, Policy, Judgment

Exposition/Process AnalysesIn-role writing ClassificationsInformational brochures Letters to the editor Story extensionsChildrens’ books

Multimedia/Social Action Projects

Dramas/Forum DramasWebsites/ PSAs,

Interactive SurveysMuseum exhibits Video documentariesRaps/ Social Critiques and

PerformancesService learning projects

Culminating ProjectsArgument: What does Shakespeare think is the greatest threat to relationships and how far do I agree with him.Collaborative multimedia

Create a pre-nuptial agreement formInteractive relationship quizForum dramas - what should we do?Documentary film-dating rituals over time

Social Action/serviceMockingbird; class grandparent projects

Identifying Culminating Projects

• The world is filled with testing situations . . . • What is a real world test/application for the

developed knowledge?• In school?• In the community?• Service learning possibilities?

Tips for identifying culminating projects

What’s it (the topic, central concepts, procedures) for today?What’s it for tomorrow?What “work” does it/could it do?How do you foresee and want kids to use it?When, where and in what situations can this knowledge be used?For Social Action: what changes do you want to see and how can you work for this?Come up with a project that will capture (or be analogous to) these powers and purposes!

Provide extended practice in miniature to help students gain practical expert knowledge, especially through meaningful social activity.Easy to hard, visually supported to not

Immediate to ImaginedClose to home- far from homeConcrete to Abstract

Short to Long, Directly stated to impliedScaffolded to Independent

Move students to independence

Frontloading

• To connect kids personally to the inquiry• To activate their prior interest and knowledge –

and then build on it• To set a purpose and problem-orientation• To create a template for gauging progress

• Frontloading is conceptual and strategic, not informational!

• Do enough, but only enough, to prepare students for success and get them in the game.

Frontloading SurveyOpinionaire:

Love means never having to say you are sorry.Love at first sight is possible.In love relationships, opposites attractThe hottest fires burn out fastestTeenagers cannot experience true loveIt is better to have loved and lost than never to have loved at allYou cannot change a person’s habits by loving them.

Other Frontloading ideasK-W-LBrainstorming and WebbingAnalogy OrganizersAutobiographical WritingRankingsDrama/Role PlayingCharacter QuotesFloorstorming/Video Clips – infer topicMad Libs

Apprenticing:Walking the learner through the process

and Scaffolding: supporting learners through the process

• What are effective scaffolding techniques to use with my students/teachers as I transfer responsibility for learning and knowledge over to them? How do I model, mentor and monitor their work as I apprentice them into more mindful and expert practice? What tools have they developed and how have I cultivated transfer of those tools?

• HOW

From Information to KnowledgeInformation Transmission Teaching

Behaviorism – Stimulus/Response

Teaching is Telling

SCHOOLISH

Learn WHAT: algorithms, facts, inert information

Fixed Mindset

Inquiry/Cognitive Apprenticeship

Socioculturalism

Teaching is Modeling, Mentoring and Monitoring over time

TOOLISH – meets the CORRESPONDENCE CONCEPT

DEVELOP A TOOLBOX AND TOOLS: Threshold concepts and processes. Learn HOW and WHY to create knowledge in CONTEXTS OF USE (WHEN AND WHERE), learn the WHAT through the HOW

Heuristics, principles, values, ways of knowing, doing and being

DYNAMIC MINDSET

The only instructional model• That meets the conditions of flow• That meets the contract to care• That engages in socio-cultural teaching,

assisting students to “conscious competence”both conceptually and procedurally

• That best meets the procedural demands of the Core, NGSS and all next generation standards IS

• INQUIRY/COGNITIVE APPRENTICESHIP

Insight: The Power of Deliberate Practice

PRINCIPLE: The Power of Practice• Anders Ericsson• 3,000 hours of deliberate mindful practice

focused on the correspondence concept within ten years for competence with a complex repertoire

• 10,000 hours for expertise• Patterns of reading practice study; NAEP

writing study – no way are kids getting this amount of reading, much less practice with new strategies

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 italone”

A Model for Success for All Students

But…

In some classrooms … it’s just assign and assess . . .

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do italone”

In some classrooms …

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson “I do it”

Independent

“You do italone”

And Still…In the “Good Enough” ClassroomTEACHER 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?

Framework for Implementing the Gradual Release of Responsibility Model:

• Focus Lesson: Modeling

• Guided instruction: Mentoring

• Collaborative Learning: Mentoring

• Independent Experiences: Monitoring

• Differentiation can occur throughout: different and more models, materials, time, groupings, methods, levels of support, etc.

Lesson Delivery Sequence

• Model: 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?

• Mentor: Guided Practice– How will I help my students practice? How will I

differentiate instruction?

• Mentor: Collaborative learning– How will I incorporate collaborative structures?

• Monitor: 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:

– Modeling/Mentor Texts– Think Alouds– Drama/Action, Visual strategies– Questioning strategies generated by

learners– Metacognitive Processing- Procedural

Feedback: Naming to Tame it and Claim It

– Process Analysis

“I DO”…Modeled Instruction• Modeled Instruction

– Select examples – CONCENTRATED SAMPLES aligned with guided practice, independent practice, and assessment.

– Demonstrate how to complete examples step by step.

– Verbalize thinking• Procedural Feedback• Frontloading: connecting information to prior

knowledge, • teacher think-a-loud• Visualization strategies:forming mental pictures• Drama/Action strategies• creating analogies• clarifying confusing points, and/or • making/revising predictions.

Modeled Instruction is… Demonstrating the strategy or skill in a

context of use

Thinking aloud (how and why)

Thinking through the process

Students observing and listening

Modeling questioning and discussion strategies, participation and visual strategies, and other expert moves for the purpose of students generating and using them in the next steps

Modeled Instruction is not… Extending direct instruction

Lecturing – telling WHAT (vs. describing, process analyzing, explaining HOW and WHY)

Asking questions and students answering (I.R.E. Model—Initiate, Respond, Evaluate.) vs. (Students Generating questions and promoting dialogue together)

Students working or using the strategy

Showing an end product without naming and demonstrating the process

Explicit & Modeled Instruction (I Do)

Teacher Behavior:• Initiates• Set Purposes and

Payoffs• Models• Shows how to do it• Explains and Justifies• Thinks aloud• Gives over authority

to the student• Mentors and monitors

student activity

Learner Behavior:• Listens• Observes• Creates an example

based on teacher model

• Rehearses how to use the model

• Begins to take over the problem-solving activity

“WE DO”Guided Instruction:

“WE DO”… Practice with feedback

Provide guided practice with procedural/descriptive 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

– Inclusion of procedural feedback from teacher and from students

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” questionsUse Higher Order Thinking question stemsScaffold questions to reach higher order

thinkingAllow students’ extended time to prepare

responsesRequire use of content specific vocabularyReference 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/MiddleWhite Board ResponsesResponse CardsStudent Accountable TalkJournal ResponsesCornell Notes SummariesBoard RacesExit 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 BehaviorsDemonstratesLeadsSuggestsExplainsRespondsAcknowledgesAnswers 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 QuadsReciprocal TeachingLiterature Circles/Book ClubsLabs and SimulationsJigsawRally TablePairs CheckNumbered Heads TogetherTalking ChipsTeam-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 LearningStudent Behavior Applies learning Takes charge Practices Problem solves Approximates Self-corrects NAMES WAYS

FORWARD

Teacher Behavior Scaffolds Validates BY

DESCRIBING. PROVIDING PROCEDURAL FEEDBACK Teaches as needed Evaluates Observes Encourages Clarifies Confirms Coaches

Explicit Instruction

Modeled InstructionGuided Practice

Collaboration

Independent Practice

Gradual Release of

Responsibility