Walkthroughs: Gradual Release of Responsibility

Nancy Frey

San Diego State University

nfrey@mail.sdsu.edu

PowerPoint Slides available at www.fisherandfrey.comClick “Resources” tab to find presentations

Early Predictors for Passing (or Failing) the CAHSEE

Grade Point AverageAbsencesClassroom Behavior

These are present as early as fourth grade

Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California High School Exit Exam. Sacramento, CA: Public Policy Institute of California.

It sounds so easy, so what gets in the way?

Hard Books• “Students must read books at their grade level”DIY Learning• “Read chapter 4 tonight and answer the questions at the end”

Little Opportunity for Scaffolded Instruction• “I did it, now you do it alone”

Ineffective Instructional Practice in First Grade

Low Academic

Quality

Mediocre Academic

Quality

High Academic

Quality

Positive Emotional

Climate

31% 28% 23%

Negative Emotional

Climate

17% -- --

Stuhlman, M. W., & Pianta, R. C. (2009). Profiles of educational quality in first grade. Elementary School Journal, 109(4), 323-342.

Opportunities to Learn in Fifth Grade

Pianta, R. C., et al. (March 30, 2007). Opportunities to learn in America’s elementary classrooms. Science (315), 1795-6.

Student Voices: Susana, Mariana, and Coraima

What did your elementary

teacher do to make learning

easier?

Aida Allen at their fifth grade promotion, July 2004

From Teachable to Coachable

Teachable Moment

An unplanned event that can be used as a learning opportunity.

“Coachable” Moment

A situation that opens a door for you to model, scaffold, and coach for effective practice.

Reciprocal and iterative

Factors in Recognizing the Coachable Moment

Understanding the school’s goals

+

Determining the teacher’s stage of development in applying the strategy

=

Performing a gap analysis to identify what needs to happen next

Goals for Walkthroughs

Look for patterns

Teacher

Grade-level

School (“data analysis by walking around”)

General Questions to Consider

Is there a clear academic focus?

What is the level of student engagement?

What do the walls of the classroom show?

How well do students understand the assignment?

Do students communicate effectively and demonstrate critical thinking skills?

Ginsberg, M. B., & Murphy, D. M. (2002). How walkthroughs open doors. Educational Leadership, 59(8), 34-36.

CfU: How well do students understand?

What are you working on?

Why are you doing this work?

What do you do when you need extra help?

How do you know you are done?

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.

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.

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.

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.

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.

5 Phases of Direct Instruction

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Table Talk

What evidence do you see of learning in this classroom during modeling, guided instruction, collaborative learning, and

independent learning?

Using Your Analysis Skills

What feedback would you offer these teachers?

Modeling and Setting Purpose

Establishing Purpose Through ModelingWhy?Focuses attentionAlerts learner to key ideasPrevents “birdwalking” and maximizes learning timeCan be used in formative assessmentTHIS IS WHEN STUDENTS ARE INTRODUCED TO A NEW STRATEGY

TypesContent goal (based on the standards)Language goal (vocabulary, language structure, and language function)Social goal (classroom needs or school priorities)

Examples of Content and Language Goals

ScienceC: Identify the steps in the life cycle of a frog.L: Use signal words to describe the life cycle of a

frog.

Social StudiesC: Identify the causes of the Revolutionary War.L: Explain the meaning of “taxation without

representation” to a peer and summarize the meaning in writing.

Examples of Content and Language Goals

Language ArtsC: Describe how a character changes in a story.L: Use sensory detail to give readers a clear image of the character and the changes.

MathC: Determine reasonableness of a solution to a mathematical problem.L: Use mathematical terms to explain why an

answer is reasonable.

Orientation •Teacher states the objective

•Match objective to rigor of standard

•Expectations are clearly defined

•Activate prior knowledge

•Incorporate student engagement

Orientat ion Purpose: Ori ent students to new material by clarifyin g the purpose and objective prior to presenti ng new material .

Presentation Purpose: Prov ide initial explanation of the new concept and/or skill.

Stay focused on the topic!

Structured Practice Purpose: Master each step one at a time.

Guided Practice Purpose: Mo ve students toward accuracy.

Independent Practice Purpose: Tra nsfer new knowledge from short to long term memory.

Content Objecti

ve

Activate Prior Knowledge

Teaching the Concept

Teaching the Skill

Developing the Concept and Skill Demonstrate Knowledge

• •Teacher states the objective.

•Teacher has clear expectations for student accounta-bility

•Teacher makes clear connections between the new material to students’ existing knowledge, either previously taught material or knowledge that universal to all students.

•Students actively make connections.

Teacher teaches the new concept by: •describing the

characteristics of the concept.

•providing the rule or definition.

•giving examples and non-examples.

•providing a visual representation of the concept.

Teacher teaches the new skill by: •providing the

steps of the skill with examples of each step.

•providing a visual representation of each step.

•Teacher leads students through practice examples of each step in order to reduce errors in the initial learning stages.

•Immediate corrective feedback is crucial.

•May return to this level at any time the students are unsuccessful in less structured phases of practice.

•Teacher gradually reduces support and students eventually apply the steps independently.

•Teacher monitors students as they work independently, i n partner pairs, or table groups.

•The visual tool is referenced as necessary to remind students of the steps or concept.

•Feedback is immediate.

•Students demonstrate knowledge of the concept and perform the skill without assistance from the teacher.

•Teacher may provide additional structured or guided practice to those students who still need it.

•For students who are in the independent phase, feedback may be delayed.

•Practice goal is fluency.

Characteristics of Direct I nstruction

•Ongoing Checking for Understanding of All Students •Activel y Engaged Students •Cues and Prompts •Immediate Corrective Feedback •Effici ent Use of Instructional Time •Choral Response •Teacher Making Decisions based on Responses •Positive Classroom Environment •Interactive Structures •High Expectations for Student Learning •Clear Routines and Procedures •Visual Representations and Graphic •Distributed Practice Organizers

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Modeling In 3rd Grade

Experienced teacherEstablishing Purpose and ModelingHow does Katie model the use of academic language?In what ways does she demonstrate her thinking?

Presentation

•Provide a detailed model of new concept and/or skill

•Plan to model

•Stay focused on the topic

•Choose materials

•Provide visual supports and representations (Thinking Maps)

•Incorporate student engagement

Orientat ion Purpose: Ori ent students to new material by clarifyin g the purpose and objective prior to presenti ng new material .

Presentation Purpose: Prov ide initial explanation of the new concept and/or skill.

Stay focused on the topic!

Structured Practice Purpose: Master each step one at a time.

Guided Practice Purpose: Mo ve students toward accuracy.

Independent Practice Purpose: Tra nsfer new knowledge from short to long term memory.

Content Objecti

ve

Activate Prior Knowledge

Teaching the Concept

Teaching the Skill

Developing the Concept and Skill Demonstrate Knowledge

• •Teacher states the objective.

•Teacher has clear expectations for student accounta-bility

•Teacher makes clear connections between the new material to students’ existing knowledge, either previously taught material or knowledge that universal to all students.

•Students actively make connections.

Teacher teaches the new concept by: •describing the

characteristics of the concept.

•providing the rule or definition.

•giving examples and non-examples.

•providing a visual representation of the concept.

Teacher teaches the new skill by: •providing the

steps of the skill with examples of each step.

•providing a visual representation of each step.

•Teacher leads students through practice examples of each step in order to reduce errors in the initial learning stages.

•Immediate corrective feedback is crucial.

•May return to this level at any time the students are unsuccessful in less structured phases of practice.

•Teacher gradually reduces support and students eventually apply the steps independently.

•Teacher monitors students as they work independently, i n partner pairs, or table groups.

•The visual tool is referenced as necessary to remind students of the steps or concept.

•Feedback is immediate.

•Students demonstrate knowledge of the concept and perform the skill without assistance from the teacher.

•Teacher may provide additional structured or guided practice to those students who still need it.

•For students who are in the independent phase, feedback may be delayed.

•Practice goal is fluency.

Characteristics of Direct I nstruction

•Ongoing Checking for Understanding of All Students •Activel y Engaged Students •Cues and Prompts •Immediate Corrective Feedback •Effici ent Use of Instructional Time •Choral Response •Teacher Making Decisions based on Responses •Positive Classroom Environment •Interactive Structures •High Expectations for Student Learning •Clear Routines and Procedures •Visual Representations and Graphic •Distributed Practice Organizers

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Feedback for Katie

In what ways did she check for understanding?

What positive affirmation would you offer?

What question might you pose?

Do you have a suggestion for her?

Guided Instruction

Guided Instruction

Students begin to take on what they have begun to learn

Often, they “use but confuse”

Teacher is there to help with the tricky parts

Strategic use of cues, prompts, and questions

Guided Practice•Move students toward accuracy

•Teachers gradually reduce support and release responsibility to students

•Monitor students as they practice skill

•Provide immediate feedback

•Incorporate student engagement

•Questions to consider:What materials will you use?Partners or groups?How will you check for understanding?Who needs more SP?

Orientat ion Purpose: Ori ent students to new material by clarifyin g the purpose and objective prior to presenti ng new material .

Presentation Purpose: Prov ide initial explanation of the new concept and/or skill.

Stay focused on the topic!

Structured Practice Purpose: Master each step one at a time.

Guided Practice Purpose: Mo ve students toward accuracy.

Independent Practice Purpose: Tra nsfer new knowledge from short to long term memory.

Content Objecti

ve

Activate Prior Knowledge

Teaching the Concept

Teaching the Skill

Developing the Concept and Skill Demonstrate Knowledge

• •Teacher states the objective.

•Teacher has clear expectations for student accounta-bility

•Teacher makes clear connections between the new material to students’ existing knowledge, either previously taught material or knowledge that universal to all students.

•Students actively make connections.

Teacher teaches the new concept by: •describing the

characteristics of the concept.

•providing the rule or definition.

•giving examples and non-examples.

•providing a visual representation of the concept.

Teacher teaches the new skill by: •providing the

steps of the skill with examples of each step.

•providing a visual representation of each step.

•Teacher leads students through practice examples of each step in order to reduce errors in the initial learning stages.

•Immediate corrective feedback is crucial.

•May return to this level at any time the students are unsuccessful in less structured phases of practice.

•Teacher gradually reduces support and students eventually apply the steps independently.

•Teacher monitors students as they work independently, i n partner pairs, or table groups.

•The visual tool is referenced as necessary to remind students of the steps or concept.

•Feedback is immediate.

•Students demonstrate knowledge of the concept and perform the skill without assistance from the teacher.

•Teacher may provide additional structured or guided practice to those students who still need it.

•For students who are in the independent phase, feedback may be delayed.

•Practice goal is fluency.

Characteristics of Direct I nstruction

•Ongoing Checking for Understanding of All Students •Activel y Engaged Students •Cues and Prompts •Immediate Corrective Feedback •Effici ent Use of Instructional Time •Choral Response •Teacher Making Decisions based on Responses •Positive Classroom Environment •Interactive Structures •High Expectations for Student Learning •Clear Routines and Procedures •Visual Representations and Graphic •Distributed Practice Organizers

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Guided Instruction in 2nd Grade

Literacy coach is modeling Power Writing for the classroom teacherOffering scaffolded instruction for students who have been introduced to a new instructional routineExperienced teacherPurpose: release responsibility to students to engage in Power WritingHow does Aida use prompts, cues, and questions to guide instruction?

Feedback for Aida

In what ways did she check for understanding?

What positive affirmation would you offer?

What question might you pose?

Do you have a suggestion for her?

Collaborative Learning to DeepenMetacognition

Purposes of Productive Group Work

Students are consolidating their understanding

Negotiating understanding with peers

Engaging in inquiry

Apply knowledge to novel situations

Productive failure

Collaborative Learning in First Grade

Students are English learners at early intermediate stage

Early in the school year

What student learning is accomplished through productive group work?

Feedback for Heather

In what ways did she check for understanding?

What positive affirmation would you offer?

What question might you pose?

Do you have a suggestion for her?

Integrating GRR Into Walkthroughs

What are the benefits and challenges?

What processes do teachers expect?

How will they know what is expected of them?

In what ways can this best work for administrators and teachers?

Focus Lesson

Guided Instruction

Collaborative

Independent

“I do it”

“We do it”

“You do it together”

“You do it alone”

Two Ideas: One Common Purpose

PowerPoint Slides available at www.fisherandfrey.comClick “Resources” tab to find presentations