Welcome to Collaboration: Gradual Release of Student Responsibility Quick Write: On an Index Card How do you encourage collaboration between students?

Shoulder Partners Turn to your shoulder partner and introduce yourselves with the following 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 Student Responsibility Elizabeth Sgrillo TUHSD Mentor

Today is July 24, 2015 Essential Question: How can the Gradual Release Model build capacity in my students? Objectives- Participant will be able to: -Define components of Gradual Release of Responsibility Model -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 sticky note. The person who travelled the farthest to La Joya will share first in your groups.

Gradual Release of Responsibility (GRR) Model Teacher  Student

Jot Thought How do you know your students are engaged? Gradual Release of Student Responsibility I DoWe DoYou Do TogetherYou Do Alone

Jot Thought Student Engagement Characteristics Gradual Release of Student Responsibility – Students are.. I DoWe DoYou Do TogetherYou Do Alone Listen Observe Taking notes Participate minimally Listen Interacts w/peers Taking notes Ask questions Responds to questions Participates Asks questions Responds to questions Works with teacher Works with peers Completes task/assignment Self-directed Self-motivated Collaborates with peers Problem solves Completes task/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 are linked with the purpose (Fisher & Fry, p.21) Teacher Actions: Direct Instruction Establishes Goals Models Uses think alouds Student Actions: Actively listens Takes notes Asks for clarification

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 visible to my students?

The “Good Enough” classroom TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Explicit Instruction Guided Instruction “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 Guided Instruction “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 Understanding Sudden 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 small groups Brainstorms, solve problems with small groups Works with peers for clarification

TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Independent “You do it 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-Share How do you encourage collaboration between students? What are the Benefits? What are the Challenges?

TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Explicit Instruction Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it 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 to group members. First group member passes paper to the left, and second member writes 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 Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Model for Success for All Students © Fisher & Frey, 2006

Cone of Learning By Edgar Dale

Gradual Release of Responsibility

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 the way you plan your lessons?

Elizabeth Sgrillo District Mentor d.org