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Welcome to Collaboration:
Gradual Release of Student
ResponsibilityQuick Write: On an Index Card
• How do you encourage collaboration between students?
Shoulder Partners
• Turn to your shoulder partner and introduce yourselves with the following information
• Name• Years as an Educator• Content you Teach• Why you chose to be a teacher
• Then share your response with your partner
Collaboration: Gradual Release of Student
Responsibility
Elizabeth SgrilloTUHSD Mentor
Today is July 24, 2015
Essential Question: How can the Gradual Release Model build capacity in my students?
Objectives- Participant will be able to: -Define components of Gradual Release of Responsibility Model-Plan for high quality instruction and instructional delivery-Implement collaborative structures in daily lessons
Agenda
JOT THOUGHT(Kagan Strategy)
•How do you know if a student is engaged? • Thinking time = 1 minute• Write for 1 minute – List one characteristic per sticky
note. • The person who travelled the farthest to La Joya will
share first in your groups.
Gradual Release of Responsibility (GRR) Model
Teacher Student
Jot Thought How do you know your students are engaged?
Gradual Release of Student ResponsibilityI Do We Do You Do Together You Do Alone
Jot Thought Student Engagement Characteristics
Gradual Release of Student Responsibility – Students are..
I Do We Do You Do Together You Do Alone
• Listen• Observe• Taking notes• Participate
minimally
• Listen• Interacts
w/peers• Taking notes• Ask questions• Responds to
questions• Participates
• Asks questions• Responds to
questions• Works with
teacher• Works with peers• Completes
task/assignment
• Self-directed• Self-motivated• Collaborates
with peers• Problem solves• Completes
task/assignment
“Explicit Instruction”TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction “I do it”
© Fisher & Frey, 2006
I Do – Direct Instruction
Students need to be provided with clear explanation of the purpose and the activities that are linked with the purpose
(Fisher & Fry, p.21)
Teacher Actions:
• Direct Instruction
• Establishes Goals
• Models
• Uses think alouds
Student Actions:
• Actively listens
• Takes notes
• Asks for clarification
Planning – Direct Instruction
• Clear Purpose – Have I established a clear purpose for the lesson? Why is this important for students to learn?
• Model – How will I model this skill/strategy for my students?
• Think Aloud – How will I use a think aloud to make my thinking visible to my students?
The “Good Enough” classroom
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
Guided Instruction
“I do it”
“We do it”
Independent“You do it alone”
© Fisher & Frey, 2006
Guided Instruction – We Do It
• Teacher • Coaching• Practice• Scaffolds• Interactive Instruction• Works with needs-based groups• Formative Assessments guides groupings
Student• Asks Questions• Responds• Completes Task• Participates• Collaborates
Guiding Practice is… We do it
• Doing the activity together
• Working together
• Differentiating instruction
• Checking for Understanding
• Facilitating the skill development
• Responding to student needs
How Do We Learn?
1. Think about something you learned to do?2. Why did you want to learn it?3. How did you learn it?4. How did you know you learned it?
The “Good Enough” classroom
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
Guided Instruction
“I do it”
“We do it”
Independent“You do it alone”
© Fisher & Frey, 2006
Sudden Release of Responsibility
“I do it”
“You do it alone”
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
© Fisher & Frey, 2006
Check for Understanding Sudden Release of Responsibility
“I do it”
“You do it alone”
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
© Fisher & Frey, 2006
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
“You do it together”
Collaborative
© Fisher & Frey, 2006
Collaborative – You Do Together
Teacher Actions• Moves among groups• Clarifies Confusions• Provides support• Assigns groups• Prepares collaborative tasks
Student Actions• Consolidates learning• Completes process in small
groups• Brainstorms, solve problems
with small groups• Works with peers for clarification
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Independent “You do it alone”
© Fisher & Frey, 2006
Independent PracticeTEACHER RESPONSIBILITY
(none)
STUDENT RESPONSIBILITY
Independent“You do it alone”
© Fisher & Frey, 2006
Independent Practice is…TEACHER RESPONSIBILITY
(none)
STUDENT RESPONSIBILITY
Independent“You do it alone”
© Fisher & Frey, 2006
• Transition from guided practice• Working in pairs, small groups, individually• Monitoring• Provides specific feedback/praise
Think-Pair-ShareHow do you encourage collaboration between
students?What are the Benefits? What are the Challenges?
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit 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 & Frey, 2006
Round Table – ActivityHow would you teach someone to …..
• One piece of paper and pen per group
• First group member writes one response and says it out load to group members.
• First group member passes paper to the left, and second member writes response and says it out load, etc.
• Continue around group until time elapses
• Group stops when time is called.
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit 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 & Frey, 2006
Cone of LearningBy Edgar Dale
Gradual Release of
Responsibility
Lesson Information Lesson Title/ #: Length: Unit: Course: Grade Level: Lesson Designer: School:
Stage 1: Desired Results Lesson Standard(s) Objective Enduring Understandings
Essential Questions
Knowledge: Students need to know: Skills: Students need to be able to:
Stage 2: Assessment Evidence Lesson Assessment(s)
Stage 3: Learning Plan (*Focus lesson, guided instruction, collaborative practice, and independent practice may occur in any order during the lesson.)
Opening Focus Lesson Guided Instruction Collaborative Practice Independent Practice Closing
Differentiation Notes
Resources (Text, Technology & Other)
Tolleson Union High School District
Lesson Plan Template – Gradual Release of Responsibility
Exit Ticket – Door Slap
• On a post it – • Name• School• Content
• How would using the “ Gradual Release of Responsibility Model” “I do it, We do it, You do it together, You do it alone” model change the way you plan your lessons?
