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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All teachers want their students to become independent learners, but even motivated students are reluctant to take responsibility for their own learning. So what every teacher needs is this book's tried-and-true method for gradually enabling students to take on more of the "work" of classroom learning. Two experienced teachers describe a purposeful classroom structure that relies on four phases: (1) Focus lessons that establish a purpose for learning and model the way you want students to work; (2) Guided instruction with small groups; (3) Collaborative learning that uses discussion and negotiation to create independent work; and (4) Independent work that draws on students' prior knowledge. Included with the description of each phase are lots of 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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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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