Walkthroughs: Gradual Release of Responsibility

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Walkthroughs Gradual Release of Responsibility

• Nancy Frey
• San Diego State University
• nfrey_at_mail.sdsu.edu

PowerPoint Slides available at www.fisherandfrey.c
om Click Resources tab to find presentations
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Early Predictors for Passing (or Failing) the
CAHSEE

• Grade Point Average
• Absences
• Classroom 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.

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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

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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.
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Opportunities to Learn in Fifth Grade
Pianta, R. C., et al. (March 30, 2007).
Opportunities to learn in Americas elementary
classrooms. Science (315), 1795-6.
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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
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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

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Factors in Recognizing the Coachable Moment

• Understanding the schools goals
• Determining the teachers stage of development
  in applying the strategy
• Performing a gap analysis to identify what needs
  to happen next

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Goals for Walkthroughs

• Look for patterns
• Teacher
• Grade-level
• School (data analysis by walking around)

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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.

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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?

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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
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.
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In some classrooms
TEACHER RESPONSIBILITY
I do it
Focus Lesson
You do it alone
Independent
STUDENT RESPONSIBILITY
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.
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In the worst classrooms
TEACHER RESPONSIBILITY (none)
You do it alone
Independent
STUDENT RESPONSIBILITY
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.
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The Good Enough Classroom
TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it alone
Independent
STUDENT RESPONSIBILITY
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.
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
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.
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5 Phases of Direct Instruction
Chris Weber, Garden Grove Unified School
District, Principals Study Group Session 3,
2008-2009.
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Table Talk

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

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Using Your Analysis Skills

• What feedback would you offer these teachers?

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Modeling and Setting Purpose
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Establishing Purpose Through Modeling

• Why?
• Focuses attention
• Alerts learner to key ideas
• Prevents birdwalking and maximizes learning
  time
• Can be used in formative assessment
• THIS IS WHEN STUDENTS ARE INTRODUCED TO A NEW
  STRATEGY
• Types
• Content goal (based on the standards)
• Language goal (vocabulary, language structure,
  and language function)
• Social goal (classroom needs or school
  priorities)

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Examples of Content and Language Goals

• Science
• C Identify the steps in the life cycle of a
  frog.
• L Use signal words to describe the life cycle of
  a frog.
• Social Studies
• C Identify the causes of the Revolutionary War.
• L Explain the meaning of taxation without
  representation to a peer and summarize the
  meaning in writing.

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Examples of Content and Language Goals

• Language Arts
• C Describe how a character changes in a story.
• L Use sensory detail to give readers a clear
  image of the character and the changes.
• Math
• C Determine reasonableness of a solution to a
  mathematical problem.
• L Use mathematical terms to explain why an
  answer is reasonable.

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Orientation

• Teacher states the objective
• Match objective to rigor of standard
• Expectations are clearly defined
• Activate prior knowledge
• Incorporate student engagement

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

• Experienced teacher
• Establishing Purpose and Modeling
• How does Katie model the use of academic
  language?
• In what ways does she demonstrate her thinking?

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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

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

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Guided Instruction
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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

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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?

Chris Weber, Garden Grove Unified School
District, Principals Study Group Session 3,
2008-2009.
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Guided Instruction in 2nd Grade

• Literacy coach is modeling Power Writing for the
  classroom teacher
• Offering scaffolded instruction for students who
  have been introduced to a new instructional
  routine
• Experienced teacher
• Purpose release responsibility to students to
  engage in Power Writing
• How does Aida use prompts, cues, and questions to
  guide instruction?

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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?

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Collaborative Learning to Deepen Metacognition
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Purposes of Productive Group Work

• Students are consolidating their understanding
• Negotiating understanding with peers
• Engaging in inquiry
• Apply knowledge to novel situations
• Productive failure

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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?

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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?

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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?

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Two Ideas One Common Purpose
I do it
Focus Lesson
Guided Instruction
We do it
Collaborative
You do it together
Independent
You do it alone
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PowerPoint Slides available at www.fisherandfrey.c
om Click Resources tab to find presentations