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

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ASCD, 2008 - Education - 146 pages
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Describes a purposeful classroom structure that relies on four phases. Included with the description of each phase are practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.
 

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User Review  - davidloertscher - LibraryThing

Fisher and Frey are champions of traditional top down teaching methods often known as direct teaching but which they term the gradual release model. They view the teacher as in command of what and how ... Read full review

LibraryThing Review

User Review  - davidloertscher - LibraryThing

It is easy to dismiss this book as but another traditional behaviorist teaching methods book. Not so. The subtitle: gradual release of responsibility, is the central point of the book and the central ... Read full review

Contents

Chapter 1Learning or Not Learning
1
Establishing Purpose and Modeling
17
Cues Prompts and Questions
39
Consolidating Thinking with Peers
62
Not Just Do It Yourself School
86
Chapter 6Implementing a Gradual Release of Responsibility Model
110
References
134
Index
141
About the Authors
145
Copyright

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About the author (2008)

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.

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