Bellwork: Student Engagement Chart Begin Now  Brainstorm what you think students should be doing during each stage of the framework. Jot your thoughts down on the chart.

Bellwork: Student Engagement Chart Talk to your shoulder partner and come to consensus with 1 student characteristic for each stage of the framework to share.

Print for bellwork.

Content Instructional Framework Gradual Release of Student Responsibility Alana Simmons and Katie McCurdy

Content Instructional Framework Learning Goal: I can use the gradual release model to build capacity in my students ability to become independent learners. Lesson Purpose: Teachers can identify elements of the gradual release model by collaborating and reflecting through writing and discussion. Agenda: I DO: Overview of Elements of Gradual Release WE DO: Identify and discuss elements of gradual release model YOU DO TOGETHER: Gradual Release Model Pattern Puzzle YOU DO IT ALONE: Formative Assessment using Kahoot! Scenarios

Why use Gradual Release? Recognized widely as an approach to move classroom instruction from: Teacher-centered whole group delivery to: Student-Centered Collaboration Scaffold students toward independent learning This model emphasizes an instructional delivery plan to: Demonstrate Prompt Practice

This model may take multiple days to complete.

What does “I Do” look like? Teacher Responsibilities Student Responsibilities Direct Instruction Establish Standards Based Purpose and Objective Explains how learning purpose will be accomplished Model Thinking and Academic Language Brief in Nature Actively Listens/Observes Participates in learning and reflections Asks Questions and for Clarification Simply posting a standard/objective is not establishing a purpose with students (tie into look for 1) Focus on brief nature (10-15 minutes tops)

What do I think about when planning for Direct Instruction (I Do)? Have I established a clear purpose for the lesson? How will I model this skill/strategy/content for my students? What strategy will I use to make my thinking visible to my students? (METACOGNITION)

What do I do when I model a strategy or skill? I am explicit in my modeling I name the strategy, skill, or task. I state the purpose of the strategy, skill, or task. I explain when the strategy or skill is used I make connections to link prior knowledge to new learning I demonstrate how the skill, strategy, or task is completed, alerting learners about errors or misconceptions to avoid I access the new skill So often we skip this step because we assume students already know how to do this.

Table Talk Let’s go back to our chart… Discuss with your team members any student characteristics that you feel should be added to the “I DO” column. Use your resources!

What does “We Do” look like? Teacher Responsibilities Student Responsibilities Guided Instruction Prompts, questions, and facilitates students through task to increase their understanding of content Differentiate to meet student needs (DDD) Strategic use of cues, prompts, scaffolding, and questioning Applies new learning with guidance Responds to questions, prompts, and cues Practices use of literacy components, skills, or strategies The teacher role begins to shift from modeling to or for learners, then works with them as a guide, and eventually is by their side as they work to become more independent.

What do I think about when planning for Guided Instruction (We Do)? How will I release responsibility to students during the lesson? How am I going to begin to guide students through the practice of using the focus strategy or skill? How will I scaffold my instruction to meet the needs of all learners? What do I want students to do individually, in pairs, and/or in small groups? What will I do- confer, listen in, observe, meet with small groups? What types of cues, questions, and/or prompts will I need to be ready to use to support the learners? How will I assess student understanding?

Table Talk Let’s go back to our chart… Discuss with your team members any student characteristics that you feel should be added to the “We Do It” column. Use your resources!

What does “You Do It Together” look like? Teacher Responsibilities Student Responsibilities Productive Group Work Plans standards based learning activities to include productive group work Facilitates group interactions Monitors student understanding Purposeful and collaborative student discourse Uses academic language and argumentation skills Participate and produce product related to standard Individual accountability for each student Interactions with peers through interactions with peers through problem solving, discussions, negotiating and thinking

What do I think about when planning productive group work (You do it together)? What authentic tasks do I want students to do in order to practice the new strategy, skill, or content? What data will I use to group students? How will I build in individual accountability for all students? How will I structure the tasks to ensure that there is purposeful student discourse? What will I do? (Confer, listen in, observe, meet with small groups)? The tasks should be aligned to the standards, this should be discussed in PLC’s.

Table Talk Let’s go back to our chart… Discuss with your team members any student characteristics that you feel should be added to the “ YOU DO IT TOGETHER” column. Use your resources!

What does “You Do It Alone” look like? Teacher Responsibilities Student Responsibilities Independent Learning Creates engaging standards based assignments/assessments Analyze and reflects on assessment results as it relates to lesson Provides feedback Identify needs for re-teaching Fully assume the cognitive load of learning through application Extends learning through synthesis and evaluation Reflects on assessment results/self-assessment Student learning tasks should be meaningful, relevant, and authentic. Examples can included progression scales.

What do I think about when planning independent learning (You do it alone)? Does my assignment or assessment align and accurately assess the standard? How will I provide meaningful feedback to students about their mastery of the content/skill? How will I respond when my students don’t show mastery and how will I respond for those who do? PLC Discussion! Feedback should be individualized and specific for students. PLC discussion

Table Talk Let’s go back to our chart… Discuss with your team members any student characteristics that you feel should be added to the “YOU DO IT ALONE” column. Use your resources!

Gradual Release of Responsibility: Pattern Puzzle: You Do It Together! With your team members complete the following: Dump out the contents of your bag. Using information you just learned, arrange the puzzle pieces to illustrate the correct sequence of the gradual release model.

YOU Do It Alone! simmoan@bay.k12.fl.us PASSWORD: mermaid05

References Presentation Modified from Lake County Schools http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/D omain/5796/Gradual_Release%20Power%20point.pdf

Content Instructional Framework Gradual Release of Student Responsibility Mosley High School Alana Simmons and Katie McCurdy simmoan@bay.k12.fl.us mccurks@bay.k12.fl.us