Dawn Bingham, West Florida Curriculum CoordinatorWendy Molina, Kissimmee Charter School, Sunshine Region, FLStephania Sherman, North Florida Education Specialists

Each group will have 3 minutes to record responses on each chart.

When time is called, groups will rotate to the next station in clockwise order.

Continue until each group responds to every chart.

Steps to make an origami whale• Fold two opposite side over so that they meet at

the fold.• Fold the tip over to just meet the other folds.• Fold the piece in half along the central axis.• Fold the tail up.• Make a short cut or tear through the end of the

fold in the tail. Fold the edges of the tail outwards.

• Draw eyes, fins, and any other patterns you like, and enjoy your whale.

Fold one corner of a piece of paper over to the adjacent side.

Fold two opposite side over so that they meet at the fold.

Fold the tip over to just meet the other folds.

Fold the piece in half along the central axis.

Fold the tail up.

Make a short cut through the end of the fold in the tail. Fold the edges of the tail outwards.

Draw eyes, fins, and any other patterns you like, and enjoy your whale.

WhaleUse a square of paper.

1 Put a square of paper on the table so it looks like a diamond.

2 Fold the left point over to meet the right point. Unfold, and find the center crease.

3 Fold the lower left and right sides to meet the center crease.

4 It looks like an ice-cream cone. Now fold the top point down, as shown.

5 Fold the right side over to meet the left side.

6 Put your finger on the bottom point as you turn the whale sideways.

7 Fold the end point up to make a tail.

Jumping Frog

Fold one corner of a piece of paper over to the adjacent side.

Open up the triangle into a square. Fold the opposite edges together, then unfold. Repeat using the other edges. Open it up into a square again.

Fold each of the four corners to the center point.

Fold each of the two top edges to the center line.

Fold the triangle at the bottom upwards.

Fold each of the bottom two corners to the middle of the bottom edge.

Fold the bottom portion upwards (along the dotted line).

Fold the top half of the lower rectangle downwards toward yourself. This forms the frog's legs.

Swan

Start with a square

sheet of paper.

Fold the paper along

one diagonal, then unfold it.

Now fold the lower

edges of the square

into the centerline as

shown.

Flip the paper over

and fold it along the

black lines as shown

on the next 2 photos.

Repeat on the other

side.

Fold the point of the

piece upwards.

Then fold the head of

the origami swan

downwards.

Next, fold the swan in

half as shown.

Pull the neck of the

swan away from the

body.

What were you feeling during each lesson?

What were the supports you during the lesson?

What were the challenges?

Pick one of the following activities. Think about how you learned the

activity. Share with a partner your

experience with how you learned. List similarities with your learning

process.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson “I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

I show you how I fold origami.

Now you fold origami.

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

You do it alone-“sink or swim”

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

I show you how Ito fold origami.

I give you cues, prompts and questions.

You practice independently.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Instructional delivery increases the probability of success because:

content is more accessible.

content is remembered over time.

Kame’enui & Simmons (1990)

Goals and Objectives◦ Preparedness

Explicit SystematicScaffolding

◦ Corrective FeedbackModelingPacing

Characteristic Guiding Questions Well Met Somewhat Met

Not Met

Goals and Objectives Are the purpose and outcomes of instruction clearly evident in the lesson plans? Does the student understand the purpose for learning the skills and strategies taught?

Explicit Are directions clear, straightforward, unequivocal, without vagueness, need for implication, or ambiguity?

Systematic Are skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review?

Scaffolding Is there explicit use of prompts, cues, examples and encouragements to support the student? Are skills broken down into manageable steps when necessary?

Corrective Feedback Does the teacher provide students with corrective instruction offered during instruction and practice as necessary?

Modeling Are the skills and strategies included in instruction clearly demonstrated for the student?

Guided Practice Do students have sufficient opportunities to practice new skills and strategies with teacher present to provide support?

Pacing Is the teacher familiar enough with the lesson to present it in an engaging manner? Does the pace allow for frequent student response? Does the pace maximize instructional time, leaving no down-time?

Instructional Routine Are the instructional formats consistent from lesson to lesson?

HO1_Effective Instruction Chart

Explicit Instruction

Guided Practice with Collaborative Structures

IndependentPractice

Modeled Instruction

Cyclical Process

Increase Instructional

Consistency

Teacher must clearly establish a purpose

Three methods used most often in focus lessons are: Modeling Metacognitive awareness Think-alouds

5-20 minutes

Explicit instruction involves direct explanation

Teacher directives are specific and concise to ensure implementation accuracy

Lesson format reflects frequent student/teacher interactions

“Hook” students’ attention.

Make connections to previous learning.

Offer a precise explanation of what will be learned.

Introduce/review important vocabulary.

Refer to posted essential question.

is carefully planned and organized;

includes a prescribed order of skill introduction;

offers lessons that build cumulativelywith frequent review of previously taught skills

Modeling makes thinking processes visible for students

Language used in modeling should be clear, concise and explicit

Select examples aligned with guided practice, independent practice, and assessment.

Demonstrate how to complete examples step by step.

Verbalize thinking, such as (teacher think-a-louds)…◦ forming mental pictures,◦ connecting information to prior knowledge, ◦ creating analogies,◦ clarifying confusing points, and/or ◦ making/revising predictions.

The instructional pace should be brisk and lively

Frequent teacher/student interactions

Pacing is data-driven to create a scope and sequence that accelerates learning

Guided Instruction

Where the cognitive load begins to shift from teacher to student.

Strategic use of cues, prompts, & questions

Begin planning differentiated instruction based on the needs of the students

Select examples aligned with independent practice and assessment.

Start guided practice with teacher-led question and answer practice.

Ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic.

Incorporate Collaborative Structures for additional practice with peer support.

Create anchor/strategy charts. Conduct Checks for Understanding throughout

the lesson.

Ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic.◦ Ask “Why” and “Why Not” questions◦ Use HOTS question stems◦ Scaffold questions to reach higher order thinking◦ Allow students’ extended time to prepare responses◦ Listen in on partnerships and share out their

discussions to the group.◦ Require use of content specific vocabulary◦ Reference vocabulary acquisition tools (interactive word

wall, lesson vocabulary on whiteboard, foldables, skill process posters, etc.)

Conduct Checks for Understanding throughout

the lesson. Thumbs Up/Down/Middle White Board Responses Response Cards-Yes/No Cards Student Accountable Talk Journal Responses Cornell Notes Summaries Board Races Exit Tickets

Activating Prior Knowledge Strategies

Graphic Organizers Brainstorming and Categorizing Anticipation Guide Word Splash Know - Want to Know – Learned (KWL)

Corners

What does it take to make

a task engaging and

interactive?

Enough background knowledge to have something to say.

Language support to know how to say it. A topic of interest. An authentic reason to interact. Expectations of and accountability for the

interaction. An established community of learners

that encourage and support each other. Understanding of the task. Knowledge of the norms of interaction.

Students work together to solve problems, discover information, and complete projects

Students use the “language of the lesson”

It is not:•Ability grouping

•For introducing new information or new skills

Students are…

consolidating their understanding negotiating understanding with peers engaging in inquiry applying knowledge to novel and real

life situations

Incorporate Collaborative Structures foradditional practice with peer support.

Think-Pair-Share Pairs Check Partner and small-group discussions Reciprocal Teaching Partner Reading Jigsaw Accountable Talk Visual Displays

Graphic organizers or Thinking Maps

Summarizing New Knowledge Strategies

Carousel Brainstorming 3-2-1 Response Dear Teacher Draw A Picture or Diagram Ticket Out the Door (Exit Card) Think…Pair…Share It’s Okay to Pass Summary Notes Muddiest Point Final Countdown Hando

ut

Independent Learning: Not Just “Do It Yourself” School

Independent Learning: Not Just “Do It Yourself” School

Traditional homework occurs

too soon in the instructional cycle.

Provides students with opportunities to apply what they have learned through focus lessons, guided instruction, and collaborative learning.

Should help students become increasingly self-directed and engaged.

Not a pile of worksheets or packets If homework, concept needs to be

previously taught and learned. Should follow modeling, guided practice,

and collaborative work with peers (Fisher & Frey, 2008)

Focus Lessons: The teacher establishes the purpose of the lesson The teacher uses “I” statements to model thinking Questioning is used to scaffold instruction The lesson builds on metacognitive awareness,

especially indicators of success Focus lessons move to guided instruction, not

immediately to independent learning.

Guided Instruction Small-group arrangements are evident Flexible and fluid grouping The teacher plays an active role in guided

instruction, not just circulating and assisting individual students

Dialogue occurs between students and teachers as they begin to apply a strategy or skill

Teacher uses cues and prompts to scaffold understanding when a student makes an error and does not immediately tell the student the correct answer

Collaborative Learning Small-group arrangements are evident Groups are flexible and fluid The teacher has modeled concepts that

students need to complete collaborative tasks

Students have received guided instruction of the concepts needed to complete the collaborative tasks

Independent Learning Students have received focused lessons,

guided instruction, and collaborative learning experiences related to the concepts needed to complete the independent task

Independent tasks extend beyond practice to application and extension of new knowledge

Explicit Instruction How will I focus my students on what they need to learn?

Modeled Instruction How will I show my students exactly what they are expected to

do during guided practice and eventually during independent work?

Guided Practice How will I provide my students with opportunities to

collaboratively work in pairs, trios, and/or quads to practice what they were taught during the modeled portion of the lesson?

Independent Practice How will I help my students independently apply what they have

learned during modeled and guided practice?

Go around the room and give reasons for each of the questions.

In your group, pick one chart from the carousel activity.

In your group, read over The Gradual Release Model Lesson Plan handout and the carousel activity chart.

Use the handout as a reference to help highlight, add, or correct any responses.

Share chart with the group.Handout

Write the three most important

things you learned.

Write two strategies you are

going to implement in your

classroom.

Write one question that you

are still have about Gradual

Release.

Handout