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:
- Focused Instruction: Preparing students for learning by establishing lesson purpose, modeling strategies and skills, thinking aloud, and noticing how students respond.
- Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding.
- Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers.
- 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.
|Publisher:||Association for Supervision & Curriculum Development|
|Product dimensions:||6.00(w) x 9.00(h) x (d)|
About the Author
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.
Table of Contents
Chapter 1: Learning, or Not Learning, in School
Chapter 2: Focused Instruction: Purpose, Modeling, Think-Alouds, and Noticing
Chapter 3: Guided Instruction: Questions, Prompts, and Cues
Chapter 4: Collaborative Learning: Consolidating Thinking with Peers
Chapter 5: Independent Learning: Applying What Has Been Taught
Chapter 6: Implementing the Gradual Release of Responsibility Instructional Framework
About the Authors