Welcome toCollaboration:Gradual Release ofStudent Responsibility
Quick Write: On an Index Card
•How do you encouragecollaboration between students?
Shoulder Partners
•Turn to your shoulder partner and introduce yourselves with thefollowing 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 StudentResponsibility
Elizabeth Sgrillo
TUHSD Mentor
Today is July 24, 2015Essential Question:How can the Gradual Release Model build capacity in mystudents?Objectives- Participant will be able to:-Define components of Gradual Release of ResponsibilityModel-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 stickynote.
•The person who travelled the farthest to La Joya willshare first in your groups.
Gradual Release of Responsibility (GRR)Model
Teacher Student
Jot ThoughtHow do you know your students areengaged?
Gradual Release of Student Responsibility
I Do
We Do
You Do Together
You Do Alone
Jot ThoughtStudent Engagement Characteristics
Gradual Release of Student Responsibility – Students are..
I Do
We Do
You Do Together
You Do Alone
•Listen
•Observe
•Taking notes
•Participateminimally
•Listen
•Interactsw/peers
•Taking notes
•Ask questions
•Responds toquestions
•Participates
•Asks questions
•Responds toquestions
•Works withteacher
•Works with peers
•Completestask/assignment
•Self-directed
•Self-motivated
•Collaborateswith peers
•Problem solves
•Completestask/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 arelinked with the purpose
(Fisher & Fry, p.21)
Teacher Actions:
•Direct Instruction
•Establishes Goals
•Models
•Uses think alouds
Student Actions:
•Actively listens
•Takes notes
•Asks forclarification
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 visibleto my students?
The “Good Enough” classroom
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
GuidedInstruction
“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
GuidedInstruction
“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 UnderstandingSudden 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 smallgroups
•Brainstorms, solve problemswith small groups
•Works with peers for clarification
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Independent
“You doit alone”
© Fisher & Frey, 2006
Independent Practice
TEACHER 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 encouragecollaboration betweenstudents?
What are the Benefits? What are the Challenges?
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
GuidedInstruction
“I do it”
“We do it”
“You do it
together”
Collaborative
Independent
“You doit alone”
A Model for Success for All Students
© Fisher & Frey, 2006
Round Table – Activity
How would you teach someone to …..
•One piece of paper and pen per group
•First group member writes one response and says it out load togroup members.
•First group member passes paper to the left, and second memberwrites 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
GuidedInstruction
“I do it”
“We do it”
“You do it
together”
Collaborative
Independent
“You doit alone”
A Model for Success for All Students
© Fisher & Frey, 2006
Cone of Learning
By Edgar Dale
GradualRelease ofResponsibility
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 theway you plan your lessons?
Elizabeth SgrilloDistrict MentorElizabeth.Sgrillo@tuhsd.org623-478-4553