P3 Guided Practice: Choose Effectively and Release Gradually

YAY! GP it up! : )Have an upcoming LP ready to go.

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Do You…

Notice that your students seem to “get it” during guided practice but struggle to perform successfully when you release them to independent practice?

Wish you had better strategies for helping your students practice conceptual knowledge objectives?

Need new ideas for how to spice up your guided practice because you notice your kids are getting tired of the same old practice structure?

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Why We’re Here

• To reground in the purposes of and difference between guided practice and independent practice

• To learn about a new technique for gradually releasing responsibility during Guided Practice

• To access a variety of strategies for guided practice

• To learn how to design guided practice that is appropriate for a lesson’s key points, whether conceptual, procedural, or both

• To build skill by applying what you learn to next week’s lesson plans

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Why This Matters

Students will not be prepared to successfully fly solo during Independent Practice unless we plan Guided Practice to gradually give them more

responsibility, engage all students, provide them with frequent feedback, and challenge them to ask and answer higher order

questions.

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How We’ll Get There

I. A Refresher: Guided Practice and the Lesson Cycle

II. Gradual Release of Responsibility

III. A New Way to Release Responsibility during Guided Practice

IV. What This Looks Likes – Math and Science Video Clips

V. Strategies for Getting There – The Resource Bank

VI. Pulling it Together to Plan Guided Practice: A Protocol and Examples

VII. Guided and Independent Work Time

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First, a Refresher…

Guided PracticeWhen students practice the objective with the

teacher’s support so that they are prepared to do the work on their own

Two Criteria for Strong Guided Practice:• All students practicing - 100% engagement • Students immediately receives feedback from teacher

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How Guided Practice Should Differ From the Other Phases

Independent PracticeWhen students practice the objective

on their own, as they will need to on the unit assessment and summative

Introduction to New MaterialWhen the teacher names and frames

content, and shares his or her expert thinking about

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Gradual Release of Responsibility: What we want…

High supportMaximum support

Minimal support and participation

Intro to New MaterialGuided Practice

Independent Practice

Teac

her S

uppo

rt du

ring

the

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on

Student Participation during the Lesson

Maximum Participation

A smooth transition from teacher-driven work

time to student-driven work time

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… and what sometimes happens

Intro to New Material

Guided Practice

Independent Practice

What are the consequences of facilitating a lesson in this manner?

Sudden jumps in responsibility that some

students aren’t prepared to take

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Stop and Jot: Reflect on the State of Your Practice

How regularly does your Guided Practice give all students an opportunity to practice before all of them are expected to practice on their own?

Who does most of the hard thinking, working, and explaining during Guided Practice – your or your students?

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A New Way to Gradually Release Responsibility

Five Step Lesson Cycle1. Opening2. Intro to New Material3. Guided Practice4. Independent Practice5. Closing

Seven Step Lesson Cycle

1. Opening2. Intro to New Material3. SIGNIFICANT

Guidance4. MODERATE

Guidance5. LESS Guidance6. Independent Practice7. Closing

Get the most out of Guided Practice by gradually releasing responsibility to your students during it. Consider this modification:

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In practice…Step Segment Who’s Got the

Football?Typical Statement

1 Opening I I Do “Today we’re going to learn…”

2 Intro to New Material

I I Do “The first step to adding fractions with unlike denominators is to make the denominators equal.”

3 GP: Significant Guidance

We I do, you help “Okay, now let’s try it. How did we say we were going to make our denominators equal, Martin?”

4 GP: Moderate Guidance

We You do, I help “Okay, Camilla, you take us through this. What’s the first thing we should do?”

5 GP: Less Guidance

You You do… and we’ll make sure everyone’s got it.

“Now that we’ve solved this example, try one on your own.”

6 Independent Practice

You And… do… and… do…

“Great, we’re starting to get this. There are 5 more in your packet. Take 6 minutes and see how many you can get exactly right. Go!”

7 Closing I I Do “Today, you learned… and tomorrow we will…”

Modified from Doug Lemov’s Teach Like a Champion, p. 72

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INMMs. Tang: 100%

Students: 0%

SIGNIFICANT GuidanceMs. Tang: 80%Students: 20%

MODERATE GuidanceMs. Tang: 50%Students: 50%

LESS GuidanceMs. Tang: 20%Students: 80%

Independent PracticeMs.Tang: 0%

Students: 100%

Gradually Releasing Responsibility

through the 7-Step Lesson Plan Framework

CFU

CFU

CFU

CFU

CFU

CFU

CFU

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What This Looks Like in One Teacher’s Math Class

Check out how Gina Sequeria facilitates guided practice.

Be prepared to answer these questions:How many students are engaging in the practice?

Who shoulders the responsibility for tough thinking?

When in relation to the completion of a problem are students receiving feedback?

Gina Sequeria GP video link: http://www.vimeo.com/16447434

Password: tfa

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What This Looks Like in One Teacher’s Science Class

Check out how Nisha Wadhwani facilitates guided practice.

Be prepared to answer these questions :How many students are engaging in the practice?

During partner work time, how many partners are responsible for an outcome?

Who shoulders the responsibility for tough thinking?

When in relation to the completion of a problem are students receiving feedback?

Nisha Wadhwani video link: http://www.vimeo.com/16461153Password: tfa

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Reflection

In what specific ways is your Guided Practice similar to and different from the Guided Practice examples from Gina’s and Nisha’s classrooms?

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The Takeaway

A strong guided practice strategy gives every student the opportunity to practice and places the responsibility for

heavy lifting on them – in small but increasingly substantial chunks!

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Strategies for Getting There

Now that we’ve consider who did the tough thinking, how many students were engaged in the practice, and how often students received feedback in Gina’s and Nisha’s classrooms, let’s consider the practice structures and strategies they used to prepare their students to work independently.

Boards Up! Gina used a straightforward and reliable guided practice technique, the white board. Notice that each student was responsible for sharing an answer and that Gina had her students provide a rationale.

Why it works: Gina is able to see which students arrived at the correct answer and which ones also can explain why.

ABCD Cards Nisha used a similarly straightforward method by having her students hold up a card indicating their answer. Each student was responsible for doing this.

Why it works: With the color coded words, Nisha and very quickly see if all students understand the meaning behind the vocabulary words and apply them to different context.

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Strategies for Getting There

Read the accompanying document, Guided Practice Resource Bank, to learn about a handful of tried and true guided practice strategies that you could use during the significant, moderate, and less guidance phases of your lesson.

Jot down 1-2 guided practice techniques that you use or have seen someone use successfully, and be prepared to share out your strategies. Be sure to consider whether your strategies meet the criteria for effective guided practice.

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Pulling it together: Planning your GP

In order to plan an effective Guided Practice – one that gradually releases responsibility to your students, engages all of them, and provides them with immediate feedback – follow this process:

1. Start with the lesson’s key points

2. Consider how students will practice both conceptual understanding or procedural skill (possibly separate and also practice knowledge and skills at the same time).

3. If students will need to build conceptual understanding, design practice to give them opportunities to:

• Show they’ve internalized key facts• Talk and write about “how” and “why” • Consider “what if”

4. If students will need to build procedural skill, design practice to give them opportunities to:

• Build student confidence in one or two steps at a time with easy numbers at first• Be able to explain why the procedure works in math or science• Consider “example” and “non-examples” of when the skill does and doesn’t work

BOTTOM LINE: When planning GP, FIRST think of your key points and THEN what GP strategies will work best for student to practice and master ALL the key points.

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Planning Effective Guided Practice, Take One - Science

The Objective: Describe and illustrate the role of decomposers and the decay of biomass.

• Key Points:– Biomass is stuff (mass) that IS alive or USED TO BE alive (bio)– Decomposers break down matter by eating it– When decomposers break down matter, a chemical change occurs (chemical

energy --> thermal energy)– The waste is the nutrients that are returned to the plants

• Teacher considerations: – These key points require student to build knowledge and conceptual

understanding– I should design practice to give students an opportunity to learn facts – I should also give them a chance to think about what’s occurring, how they

know, why it works that way, and what would happen if…– One good way to build conceptual understanding is by having students

think, talk, write, and share out for feedback.

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The Practice Plan: The Rationale:INM:  Show students the decay of bio mass, using a visual model.SIG GP:  Students label processes in a model diagram of biomass decay. They can use notes and receive immediate feedback from T.

Gauge whether students have internalized key facts. Focuses in on key points.

MOD GP:  In groups, students explain biomass decay within a given ecosystem.  They each will answer these key questions:1.  How are the decomposers breaking down the matter?  What would happen if the ecosystem did not have decomposers? 2.  When the decomposers break down the matter, what energy transformation is occurring?  How do you know? T will cold call students to share their work and will give feedback.

Students apply their understanding to a new situation, using one another as support. The questions here are hitting at the conceptual key points of the lesson, but still giving students the support of a model.

LESS GP:  Students are given verbal descriptions of an ecosystem and they will answer:What happened to the matter? What happened to the energy? Did it disappear?

With less support from a model or the teacher, students should be able to explain the key concept points about matter and energy. If they can, they are ready to take on the responsibility of explaining the concept on their own.

IP:  Individually, students draw a diagram and explain the decay of biomass, including naming and explaining the decomposers, the transformation of matter and energy, and what happens as a result of the decay.

Students should have internalized the process enough to fully illustrate and explain the decay of biomass, with clear description about what is happening to matter and energy. They are now presenting the material.

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Planning Effective Guided Practice, Take Two - Math

The Objective: SWBAT solve a system of equations using substitution of a variable.

• Key Points: – Using one equation, isolate the variable to find it’s value– In the second equation, substitute the variable for its known value in order

to isolate the other variable• Teacher Considerations:

– These key points require students to build procedural skills, drawing on what they already know about variables and how to solve for variables.

– In order for students to successfully solve this sort of problem, I need to make sure they know which steps to take and in which order, so I should design practice to have them take one step, get feedback, and then slowly take more steps until they can do the whole problem on their own.

– I don’t just want them to memorize steps, so I’ll plan to ask questions that give them a chance to sharing their thinking and rationale.

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The Practice Plan: The Rationale:INM: Explain the process we’ll use to substitute one variable for another to solve a system. Explain why this works. Model how to do it by doing a think aloud problem.

SIG GP: Poster Problem Relay Race (consult the resource bank for a detailed description of the strategy). The teacher poses a problem involving two equations and prompts the first person in the group to complete the first step. Group reporter shares out for each group and teacher awards points. Teacher prompts another student in each group takes to take the next step. This repeats until the problem is complete.

The objective can be broken down into a smaller subset of skills so a practice strategy in which students can practice each subskill, or step, makes sense. Each student is responsible for an outcome at some point during the practice.

MOD GP: Teacher prompts students to take first two steps on whiteboard and write why taking those steps moves them closer to a solution. Students share answers and teacher gives feedback.

This gives students a chance to solve a bigger chunk of problem on their own, but provides feedback before they continue to completion. Writing component lets teacher CFU.

LESS GP:  Students solve entirety of a problem on whiteboard and share answers. Teacher gives feedback. Teacher asks targeted questions to check for understanding before releasing to IP.

Enables teacher to know if students are truly ready to be released to work independently.

IP:  Individually, students complete 4-5 problems.

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Consider This

• SWBAT describe the transformation of energy in every day objectsKey Points:

• Energy does not disappear, it changes form• Humans can change energy to get the type of energy we need• Energy starts with a source and then goes through transformations until we have the energy

for use (source into use)• INM – Two examples: flashlight and running person. Teacher models identifying source, use, and the

path from stored to used energy.

• GP - Students have pictures, match transformations to pictures in pairs at desks. Teacher goes around and asks what they are looking at.  Uses guiding questions like, what is the source?  How do you know?  What type of energy?  What is the use?  What type of energy?  What do you see would need to happen between the source and the use?  Do you see anything that is showing you the change?

• IP - Students look at pictures and write out energy transformations.  • Steam engine, candle, lamp, wind turbine, hydro power plant, person moving a box, the Sun

• What additional layer would you add to the GP in order for students to have an opportunity to practice with significant guidance, moderate guidance, and minimal guidance?

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Your Turn

Select two objectives that you will teach in the near future. For each objective, create or refine your lesson plan to:

1. Set a vision for student outcomesEx. 1: Students are 100% engaged during GPEx. 2: Students are prepared to start IP completely on their owns

2. Gradually release responsibility to students during guided practice by planning for significantly, moderately, and less guided practice opportunities.

3. Utilize a guided practice strategy from the resource bank where appropriate.

4. Be prepared to share your work and rationale with a neighbor in 15 minutes.

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Share Out

1. Turn to a neighbor and exchange the Guided Practice you planned for an upcoming lesson objective.

2. Consider whether the group of GP strategies your partner planned for the objective will prepare his/her students for solo work.

3. Be prepared to share why you think so, or what edits your partner could make to ensure that the GP prepares students for IP.

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Closing

Only by planning Guided Practice that gradually releases responsibility to students and engages

all students will your students be prepared to work completely independently during

Independent Practice.