Better Learning Through Structured Teaching Douglas Fisher www Better Learning Through Structured Teaching Douglas Fisher www.fisherandfrey.com

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 Structure for Instruction that Works (c) Frey & Fisher, 2008

In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

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 Structure for Instruction that Works (c) Frey & Fisher, 2008

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 Structure for Instruction that Works (c) Frey & Fisher, 2008

Establishing Purpose Why? Focuses attention Alerts learner to key ideas Prevents “birdwalking” and maximizes learning time Can be used in formative assessment Types Content goal (based on the standards) Language goal (vocabulary, language structure, and language function) Social goal (classroom needs or school priorities)

Modeling Comprehension Inference Summarize Predict Clarify Question Visualize Monitor Synthesize Evaluate Connect

Word Solving Context clues Word parts (prefix, suffix, root, base, cognates) Resources (others, Internet, dictionary)

Using Text Features Headings Table of contents Captions Glossary Illustrations Charts Graphs Bold words Table of contents Glossary Index Tables Margin notes Italicized words

Knowing what to look for: Productive group work in action How do you know productive group work when you see it? Table conversation, followed by large group discussion.

Knowing what to listen for: Productive group work in action How do you know productive group work when you hear it? Purposeful student talk, like all learning, requires a gradual release of responsibility.

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).

Quality Indicator #2 Joint attention to tasks or materials Students are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

Quality Indicator #3 Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

Quality Indicator #4 Language support: Written, verbal, teacher, and peer supports are available to boost academic language usage.

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

Quality Indicator #6 Teacher role: What is the teacher doing while productive group work is occurring?

Zone of Proximal Development Vygotsky’s Zone of Proximal Development “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86). Wood, Bruner, and Ross’s Scaffolding requires the adult’s “controlling those elements of the task that are initially beyond the learner’s capability, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (Wood, Bruner, & Ross, 1976, p. 90). Scaffolding