Bridging the Teaching Gap: Creating Skilled Practitioners

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Bridging the Teaching Gap Creating Skilled
Practitioners

• Nancy Frey Sandi Everlove
• SDSU TeachFirst

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Describe how you learned to do one of the
following Drive a car Send a text message Bake
cookies
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What conditions ensured your eventual success?
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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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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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Outcomes

• District API gt 800 (811 in 2008)
• 32 schools with API gt 800 (of 44)
• Only three schools remain in PI, two are in safe
  harbor
• 73 of the schools made growth targets for
  English learners (up from 21 in 2004)
• 53 of the students reached proficiency

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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.
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Time for a Story
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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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Sandi This will be an 8-minute video clip Of a
2nd grade geometry lesson in CV. It shows
Components of GRR and ELL strategies
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The Second Idea Teach for interaction with you
and the content.
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Modeling Your Thinking
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Sandi This would be the section to profile
TeachFirsts Work in Chula Vista with ILTs
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The Third Idea Teach for metacognition.
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Quality Indicators Drive Instructional
Rounds, Coaching, and Walkthroughs
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From PD to Practice

• What are the patterns of strength you are seeing?
• Are there practices that need to be further
  clarified?
• How can examples of classroom practice be
  integrated into professional development?
• Is the faculty ready for new information?

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• We are all immune to feedback unless we have an
  agreement on quality!

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(No Transcript)
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Quality Indicator 1

• Complexity of Task The task is a novel
  application of a grade-level appropriate concept
  and is designed so that the outcome is not
  guaranteed (a chance for productive failure
  exists).

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Quality Indicator 2

• Joint attention to tasks or materials Students
  are interacting with one another to build each
  others knowledge. Outward indicators include
  body language and movement associated with
• meaningful conversations, and
• shared visual gaze on materials.

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Hes engaged
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theyre interacting.
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Quality Indicator 3

• Argumentation not arguing Student use
  accountable talk to persuade, provide evidence,
  ask questions of one another, and disagree
  without being disagreeable.

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Quality Indicator 5

• Grouping Small groups of 2-5 students are
  purposefully constructed to maximize individual
  strengths without magnifying areas of needs
  (heterogeneous grouping).

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Quality Indicator 6

• Teacher role What is the teacher doing while
  productive group work is occurring?

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Consistency
Interaction
Metacognition
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(No Transcript)
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Sandi Everlove TeachFirst www.teachfirst.com

• Nancy Frey
• San Diego State University
• www.fisherandfrey.com