Nancy Frey, PhD www.fisherandfrey.com Click on

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Quality Teaching and Learning

• Nancy Frey, PhD www.fisherandfrey.com Click on
  Resources

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Guided
Focus Lessons
Independent
Purposeful Teaching
Collaborative
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The helping curriculum
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(No Transcript)
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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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There are some myths in education
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Developmental effects
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Zone of desired effects
Reverse effects
Retention d - 0.16
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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Developmental effects
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Zone of desired effects
Reverse effects
Ability Grouping d .12
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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Zone of desired effects
Reverse effects
Homework d .29
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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and some truths as well.
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Small group learning d 0.49
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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Zone of desired effects
Reverse effects
Meta-cognitive Strategies d 0.69
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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Reverse effects
Reciprocal Teaching d 0.74
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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Finding Using Producing Sharing
information
Literacy in the 21st Century
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Skill is the ability to apply concepts when not
prompted to do so.
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How can we move from PD to classroom practice?
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How can we move from PD to classroom practice?
How can we utilize teacher-mentors, coaches,
and administrators to support implementation?
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How can we agree on quality across the district?
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Develop quality indicators
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(No Transcript)
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Three ideas
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Increase instructional consistency.
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Teach for interaction with you and the
content.
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Teach for metacognition.
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The First Idea Increase instructional
consistency.
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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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The sudden release of responsibility
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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DIY School
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.
30
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.
31

• How does Arlen
• Establish purpose?
• Model his thinking?
• Demonstrate?
• Utilize productive group work?
• Provide guided instruction?
• Check for understanding?
• Foster metacognition?

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Video available at http//books.heinemann.com/word
wise/ Chapter 2
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• How does Arlen
• Establish purpose?
• Model his thinking?
• Demonstrate?
• Utilize productive group work?
• Provide guided instruction?
• Check for understanding?
• Foster metacognition?

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Gradual Release of Responsibility as a
Districtwide Commitment
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District Demographics

• 27,000 students in 44 schools
• 65 of the students are Latino/Hispanic, 16 are
  Asian/Pacific Islander, 14 are white, and 5 are
  African-American
• 72 English learners
• 1999, 37 of students were proficient in reading
• One school gt 800 Academic Performance Index

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Instructional Model

• Professional development on implementing Gradual
  Release of Responsibility Model since 2005
• Administrator trainings using learning walks
• Development of quality indicators
• Development of language frames
• Coaching, coaching, coaching

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Outcomes

• District API gt 800 (833 in 2009)
• 32 schools with API gt 800 (of 44)
• Met 41 of 41 AYP indicators (2009)
• Only three schools remain in PI, two of which
  made AYP in 2008
• 73 of the schools made growth targets for
  English learners (up from 21 in 2004)
• 60.5 of the students reached proficiency

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The Second Idea Teach for interaction with you
and the content.
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Feed Up
Establishing Purpose Why are we doing this
anyway?
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TEACHER RESPONSIBILITY
Focus Lesson
Establish purpose Model and think aloud Provide
direct explanation

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Two Components
Language Purpose
Content Purpose
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What is a content purpose?

• An analysis of the content standard
• Focuses on what can be accomplished toward the
  grade-level standard TODAY (in other words, its
  not the standard)
• Is a learning goal, not an activity (can be
  written as a goal or objective)

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What is a language purpose?

• An analysis of the language demands of the task
• An understanding of the way students demonstrate
  their thinking through spoken or written language

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Heres what youre going to learn today, and
this is what I want you to do with it.
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Thats my formative assessment!
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Purpose and Modeling Rubric
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Modeling Your Thinking
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The Power of Modeling

• Mirror neuron systems