1. Better Learning Through Structured Teaching Douglas Fisher www
Better Learning Through Structured Teaching Douglas Fisher

2. 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

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

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

5. 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

6. 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

7. 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

8. 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)

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

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

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

12. 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.

13. 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.

14. 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).

15. 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.

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

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

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

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

20. 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