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Better Learning Through Structured Teaching Douglas Fisher fisherandfrey

Better Learning Through Structured Teaching Douglas Fisher www.fisherandfrey.com. TEACHER RESPONSIBILITY. “I do it”. Focus Lesson. Guided Instruction. “We do it”. “You do it together”. Collaborative. “You do it alone”. Independent. STUDENT RESPONSIBILITY.

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Better Learning Through Structured Teaching Douglas Fisher fisherandfrey

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  1. Better Learning Through Structured Teaching Douglas Fisher www.fisherandfrey.com

  2. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

  3. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

  4. In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

  5. And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

  6. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

  7. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

  8. Establishing Purpose • Why? • Focuses attention • Alerts learner to key ideas • Prevents “birdwalking” and maximizes learning time • Can be used in formative assessment • Types • Content goal (based on the standards) • Language goal (vocabulary, language structure, and language function) • Social goal (classroom needs or school priorities)

  9. Modeling Comprehension • Inference • Summarize • Predict • Clarify • Question • Visualize • Monitor • Synthesize • Evaluate • Connect

  10. Word Solving • Context clues • Word parts (prefix, suffix, root, base, cognates) • Resources (others, Internet, dictionary)

  11. Using Text Features • Headings • Captions • Illustrations • Charts • Graphs • Bold words • Table of contents • Glossary • Index • Tables • Margin notes • Italicized words

  12. Knowing what to look for: Productive group work in action How do you know productive group work when you see it?

  13. Knowing what to listen for: Productive group work in action How do you know productive group work when you hear it?

  14. Quality Indicator #1 Complexity of Task:The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).

  15. Quality Indicator #2 Joint attention to tasks or materialsStudents are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

  16. Quality Indicator #3 Argumentation not arguing:Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

  17. Quality Indicator #4 Language support:Written, verbal, teacher, and peer supportsare available to boost academic language usage.

  18. Quality Indicator #5 Grouping:Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneousgrouping).

  19. Quality Indicator #6 Teacher role:What is the teacher doing while productive group work is occurring?

  20. Zone of Proximal Development Scaffolding

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