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Better Learning Through Structured Teaching describes how teachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice (situations where the teacher has most of the responsibility) to collaborative learning and, finally, to independent tasks.
Nancy Frey, Ph.D., a Professor at San Diego State University received the 2008 Early Career Achievement Award from the National Reading Conference. Dr. Frey has published in The Reading Teacher, English Journal, Remedial and Special Education, and Educational Leadership. She has co-authored more than fifty books on English Learners (Language Learners in the English Classroom), assessment (Checking for Understanding), writing (Scaffolded Writing Instruction), literacy (Reading for Information in Elementary School) and vocabulary (Learning Words Inside and Out). Dr. Frey teaches a variety of courses on reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs. She also was a third grade classroom teacher.
Learning, or Not Learning, in School 1
Focus Lessons: Establishing Purpose and Modeling 17
Guided Instruction: Cues, Prompts, and Questions 39
Collaborative Learning: Consolidating Thinking with Peers 62
Independent Learning Tasks: Not Just "Do It Yourself School" 86
Implementing a Gradual Release of Responsibility Model 110
About the Authors 145