Moving our Learners to Independencetoolsfromtexas.wikispaces.com/file/view/Key Slides_What's...2/22/2018 5 Naming, Framing, Modeling: I Do Focused Instruction: Teacher as Model, Input

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What’s My Next Line?Moving our Learners to IndependenceSWCOLT 2018Greta [email protected]

Learning Goals

▪I can explain the Gradual Release of Responsibility Instructional Framework▪I can recognize routines and strategies that

inhibit learner independence.▪I can use the GRR to plan effective

scaffolding & cueing to promote learner independence.

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The Graduated Release of Responsibility

▪The gradual release of responsibility instructional framework purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner ▫moves from teacher assuming all the responsibility for

performing a task to the students assuming all of the responsibility

In some classrooms…

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Explicit Instruction “I do it”

Independent Work

“You do italone”

Better Learning Through Structured Teaching, Fisher & Frey 2nd ed. 2013Better Learning Through Structured Teaching, Fisher & Frey 2nd ed. 2013

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In some classrooms…

Better Learning Through Structured Teaching, Fisher & Frey 2nd ed. 2013

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Independent Work

“You do italone”

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Input/Focus Lesson “I do it”

Independent Work

“You do italone”

Guided Instruction

And in some classrooms…

“You do itwith me”

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TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do italone”

The Gradual Release of Responsibility Model

Better Learning Through Structured Teaching, Fisher & Frey 2nd ed. 2013

Guided Instruction

Input/Focus Lesson

I do → We do → You do → ReflectionNaming, Framing, & Modeling

Guided Practice

CollaborativeWork

Independent Work

Sharing & Reflection

Input:Focus LessonDemonstrate “in action”

Lead through PracticeShared & guided processing

Work together to use the skillCollaborative group practice

Use skill independently

Reflect on progress & where to go next

Adapted from The Gradual Release of Responsibility Model: A Learning Framework ( Pearson and Gallagher, 1983)

@ www.room21.com.au

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Naming, Framing, Modeling: I Do▪Focused Instruction: Teacher as Model, Input Provider▫Why are we doing this?▫What do we already know?▫Where does it fit with what we did in the previous

learning episode?▫What are the new “Know” elements?▫What is the “Do” task: How will it develop skill or

expertise?

Adapted from The Gradual Release of Responsibility Model: A Learning Framework ( Pearson and Gallagher, 1983)@

www.room21.com.au

Tips for I Do▪Be sure to have a clear learning purpose ▪Strive to cognitively engage learners with input▪Make sure the input is comprehensible

Cautions for I Do▪Too much input at one time: chunk input based on lesson can-do▪Not connecting the I Do phase to a specific lesson can-do

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Trying It Out together: We Do Guided▪Initial Guided Learning: Teacher as model: students imitate and expand▪Subsequent Guided Learning: Teacher as facilitator: Strong Support maintained by teacher▪Goal: Learners to work through new knowledge by using and doing; A low risk environment with opportunities to learn from mistakes

Adapted from The Gradual Release of Responsibility Model: A Learning Framework ( Pearson and Gallagher, 1983)@

www.room21.com.au

Scaffolding & Cueing

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Scaffolding:

▪All tasks build up to language goals or can-do statements▪Tasks are just above what students can do at the time▪Teacher assists until students’ knowledge & capabilities are meeting the task requirements

Adapted from Jessica Haxhi, Staying in the Target Language in the World Language Classroom:

Scaffolding, Tretyakovsky Proyezd, Moscow. Taken by Robert Broadie on 3 August 2005

Building up student capabilities Step-by Step

Scaffolding: Develop or Extend Skills

From a presentation by Laura Terrill

Create sentences that combine the ideas in both images. Include these words

1.First2.Next3.Then4.After that5.Finally6.Never7.Always

This Photo by Unknown Author is licensed under CC BY-NC-ND

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Scaffolding: Develop or Extend Skills

From a presentation by Laura Terrill

Create sentences that combine the ideas in both images. Include these words

1.First2.Next3.Then4.After that5.Finally6.Never7.Always

This Photo by Unknown Author is licensed under CC BY-NC-ND

This

Photo

by U

nknow

n A

uth

or

is

licensed u

nder

CC

BY

-SA

Ask a classmate what he/she did last night. Ask a follow up question to get more details.

1. What was your opinion about . . .?2. Why did you . . . .?3. What did you think about . . .?4. Why do you like . . . . better than . . . ?5. Who do you regularly do . . . with and why?6. What other activities do you usually do?

2.Cueing and PromptingAm I helping too much?

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Goal of Cueing: Get the learner to reliably respond to the prompting or imitate the cue in his language production or output

Adapted from MacDuff, Krantz, and McClannahan (1993)

What is Cueing or Prompting?

▪Cues or prompting are extra or artificial stimuli whose purpose is to get specific responses or behavior to occur.▪A cue or prompting is added to a situation in which the desired response or behavior is not yet natural. ▪Examples: verbal prompts, modeling, physical cues, visual or graphic cues, text cues

MacDuff, Krantz, and McClannahan (1993)

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Potential Pitfall: Cue Dependence

▪If a learner is Cue or Prompting Dependent, he responds to the prompting or cue instead of the task.▪Cues or prompting must be removed and the learner must respond as desired in “the natural environment”.▪The learner’s response in “the natural environment” is evidence of independent production or level of transfer.

Adapted from MacDuff, Krantz, and McClannahan (1993)

Solution: Cue or Prompt Fading▪Decreasing Assistance (from MOST assistance to LEAST assistance) tends to consistently produce fewer errors and more rapid skill acquisition (Demchak 1990)

▪Cues and prompting are useful initially in helping learners display new or desirable products or language output, but new skills are mastered (i.e., performed correctly and independently) only if cues and prompting can be removed.

MacDuff, Krantz, and McClannahan (1993)

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Think Turn and TalkHow do Step-by-Step Activities scaffold for success?What resonated with you about cueing and prompting?

Tips for We Do Guided▪Plan a series of guided instructional events▪Use Cues, Prompts, Questions to guide learners; SCAFFOLDING BEGINS HERE

Cautions for We Do Guided▪Anticipate misunderstandings & plan for them▪Don’t forget to Differentiate here!▪Increase or decrease scaffolding as needed

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You Support Each Other: We do Collaborative

▪Teacher as coach: intervening only as needed (differentiate level of support)▪Students take over the learning task and negotiate meaning▪Student-to-student work in pairs or small groups▪Teacher acts on feedback/correction of misconceptions or misunderstandings

Adapted from The Gradual Release of Responsibility Model: A Learning Framework ( Pearson and Gallagher, 1983)@

www.room21.com.au

Tips for We Do Collaborative▪Vary mode of communication▪Vary group size (partners, triads, quads)▪Plan for ability +1—with room for productive struggle

Cautions for We Do Collaborative

▪Don’t introduce new material here▪Don’t forget to reduce scaffolding & amount of cueing

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On My Own: You Do

Goal: Allow students to do as much as they can with as little scaffolding or cueing as

possible.

▪Teacher as observer, evaluator, monitor

▪Students independently use new learning to complete task with minimal cueing

Adapted from The Gradual Release of Responsibility Model: A Learning Framework ( Pearson and Gallagher,

1983)@ www.room21.com.au

Learners independently apply and extend from We Do tasks

Tips for You Do▪Make sure it aligns to the Can-Do/Learning Goal▪Can be a partner task, just not Collaborative

Cautions for You Do▪Make sure they are not replicating Teacher Model Lesson▪Don’t require 100% accuracy for success

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Making it Meaningful & Transparent: Reflection▪ Both Teacher and Students reflect on

progress and connection to Lesson Can-Dos.

▪ Opportunity to deliver individual and whole group feedback on progress toward Program or Lesson Can-Dos

▪ Connect this learning to past learning & next learning

Adapted from The Gradual Release of Responsibility Model: A Learning Framework ( Pearson and Gallagher,

1983)@ www.room21.com.au

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”“You do it together”Collaborative

Independent “You do italone”

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.

Gradual Release of Responsibility

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Scaffolding + Gradual Release▪I Do: Teacher Delivers Focus Lesson: input; strategy; description; purpose; models▪We Do Guided Practice: students use strategy/language/etc while teacher guides a very scaffolded task (Continue as necessary!) ▪We Do Collaborative Practice: students collaborate in pairs/groups to participate in scaffolded task with teacher facilitation (Continue as necessary!)▪You Do: Independent Practice: students independently use new learning with minimal to no teacher guidance or scaffolding

What are your

?

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THANKS!Any questions?You can find me at:@[email protected]