Better Learning Through Structured Teaching

Douglas Fisher www.fisherandfrey.com

(c) Frey & Fisher, 2008

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 Structure for Instruction that Works

(c) Frey & Fisher, 2008

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson “I do it”

Independent

“You do it alone”

(c) Frey & Fisher, 2008

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Independent

“You do it alone”

(c) Frey & Fisher, 2008

And in some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

(c) Frey & Fisher, 2008

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 Structure for Instruction that Works

(c) Frey & Fisher, 2008

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 Structure for Instruction that Works

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)

Modeling Comprehension

• Inference• Summarize • Predict• Clarify• Question

• Visualize• Monitor • Synthesize• Evaluate• Connect

Word Solving

• Context clues• Word parts (prefix, suffix, root, base,

cognates)• Resources (others, Internet, dictionary)

Using Text Features

• Headings• Captions• Illustrations• Charts• Graphs• Bold words

• Table of contents• Glossary• Index• Tables• Margin notes• Italicized words

Knowing what to look for: Productive group work in action

How do you know productive group work when you see it?

Knowing what to listen for: Productive group work in action

How do you know productive group work when you hear it?

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).

Quality Indicator #2Joint attention to tasks or materials

Students 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.

Quality Indicator #3Argumentation not arguing:

Student use accountable talk to persuade, provide evidence, ask

questions of one another, and disagree

without being disagreeable.

Quality Indicator #4

Language support: Written, verbal, teacher, and peer supports

are available to boost academic language usage.

Quality Indicator #5

Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of

needs (heterogeneous grouping).

Quality Indicator #6

Teacher role: What is the teacher

doing while productive group work is

occurring?

Zone of Proximal Development

Zone of Proximal Development

ScaffoldingScaffolding