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Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition, by Douglas Fisher, Nancy
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In this updated 2nd edition of the ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases:
1. Focused Instruction: Preparing students for learning by establishing lesson purpose, modeling strategies and skills, thinking aloud, and noticing how students respond.
2. Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding.
3. Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers.
4. Independent Learning: Requiring students to use the skills and knowledge they've acquired to create authentic products and ask new questions.
The authors explore each phase, using real-life examples from a variety of disciplines. You'll find tips and tools for classroom implementation, including checklists for planning and assessment; advice on feedback, homework, group work, differentiated instruction, and blended learning; answers to frequently asked questions; and examples that align to Common Core State Standards. No matter what grade level or subject you teach, Better Learning Through Structured Teaching is your essential guide to helping students expand their capacity for successful and long-lasting learning.
- Sales Rank: #72446 in Books
- Published on: 2013-12-06
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .50" w x 6.00" l, .45 pounds
- Binding: Paperback
- 158 pages
From the Inside Flap
In this updated 2nd edition of the ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases:
1. Focused Instruction: Preparing students for learning by establishing lesson purpose, modeling strategies and skills, thinking aloud, and noticing how students respond.
2. Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding.
3. Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers.
4. Independent Learning: Requiring students to use the skills and knowledge they've acquired to create authentic products and ask new questions.
The authors explore each phase, using real-life examples from a variety of disciplines. You'll find tips and tools for classroom implementation, including checklists for planning and assessment; advice on feedback, homework, group work, differentiated instruction, and blended learning; answers to frequently asked questions; and examples that align to Common Core State Standards. No matter what grade level or subject you teach, Better Learning Through Structured Teaching is your essential guide to helping students expand their capacity for successful and long-lasting learning.
About the Author
Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and the recipient of a Celebrate Literacy Award from the International Reading Association, the Farmer Award for Excellence in Writing from the National Council of Teachers of English, and a Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities. He has published numerous articles on improving student achievement, and his books include The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind; Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention; Checking for Understanding: Formative Assessment Techniques for Your Classroom; How to Create a Culture of Achievement in Your School and Classroom, and Using Data to Focus Instructional Improvement. He can be reached at dfisher@mail.sdsu.edu.
Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. Before joining the university faculty, Nancy was a special education teacher in the Broward County (Florida) Public Schools, where she taught students at the elementary and middle school levels. She later worked for the Florida Department of Education on a statewide project for supporting students with disabilities in a general education curriculum. Nancy is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities and the Early Career Award from the Literacy Research Association. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has published many articles and a number of books on literacy and instruction, including Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding; The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning, and Guided Instruction: How to Develop Confident and Successful Learners. She can be reached at nfrey@mail.sdsu.edu.
Most helpful customer reviews
3 of 3 people found the following review helpful.
A Winter Break Read
By Robert Spellman
A MUST READ for new and experienced teachers. It is the type of book you can pick up and implement new ideas the next day. I recommend it with Essential Questions: Opening Doors To Student Understanding which is another great read.
4 of 5 people found the following review helpful.
Supplemental Learning Methodologies Explained
By Dr. Joseph S. Maresca
The authors discuss the dynamics of group
learning which involve active discussion
of the material and rigorous questioning.
Students are expected to read material carefully,
comprehend essential elements, have a command of
key facts, comprehend new vocabulary, ascertain
the author's purpose and make inferences across the
text.
This methodology is in keeping with more inclusive
assessment methods in colleges. Teachers are now required
to include class participation, small group encounters,
student projects, the use of clickers and other
assignments which provide evidence of learning.
Historically, teachers have had problems with uniform
compliance with completing homework assignments correctly,
independently and on time. The author documents different
student behaviors with respect to homework assignments.
Some students are completers. They finish the assigned
work correctly and on time. Others are neglecters who
don't do homeworks for various reasons. Still others
are pleasers who "go through the motions".
Although the authors make good points, the book needs to
get into the behavioral aspects of boundary setting
by students, as well as, meaningful parental involvement
to make sure that the home is conducive to learning.
Otherwise, alternate study environments may be warranted
like libraries or after school study halls. Overall, the authors
do a good job of explaining more comprehensive learning
modalities.
2 of 2 people found the following review helpful.
A must for the new Common Core Era
By Kodiak1221
This book is very short and serves well as a handbook. For those seeking to implement intentional instruction. It is written in an accessible manner, and the authors have several other related books that I like as well.
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