Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility

Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility

Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility

Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility

Synopsis

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.

Excerpt

Imagine learning to drive a car without ever having seen a car in motion. The sensory input alone would be enough to overwhelm the student driver, and the chaos of unfamiliar buttons, sounds, and movement would quickly lead to failure. The driving instructor would be equally dismayed. How can one teach a complex skill like driving if the learner has no concept of its purpose and how it should look?

In too many classrooms this is exactly what occurs. Students are told a lot of facts, and then they are expected to apply these facts flawlessly. Those who regularly fail at this application risk having their character, work habits, or intelligence called into question. Teachers need to acknowledge that what we teach is complex for the learner even if it is comparatively easier for us. Furthermore, teachers need to recognize that a learner who understands the purpose of a new skill and gets an opportunity to see it executed by an expert is going to grasp the details more thoroughly.

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.