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What is Effective Teaching and Learning?
Jeffrey D WilhelmBoise State University
Based on work explored inStrategic Reading, Wilhelm, Baker and Dube
Heinemann Publishers
• What was learned?• Why was it learned?• How was it learned?• How do we know it was learned?• Provide procedural feedback for each . . .• “The way Frank can repeat the principles but not
employ them leads me to the conclusion . . ./indicates that what he learned was . . .
• Then try to reach consensus, along with evidence and reasoning for your ranking; if you cannot reach consensus be able to describe the reasons for your disagreement
What is Effective Teaching- and Learning?
• Rank the following scenarios from the scene in which the best teaching is taking/has taken place (1) to the scene in which the least admirable teaching and learning has taken place (6). After you do your individual ranking, you’ll be working in small groups to try to persuade others of your ranking. Therefore, as you do your ranking you should be thinking about the principles that inform your ranking and how you’ll explain and defend them to others. Consider WHAT is learned, HOW it is learned, and HOW you know it was learned and HOW you value these various WHATS and HOWS.
Declarative/Conceptual and Procedural Understanding
• ____ 1. Frank has been taking golf lessons for six months.
His pro is famous for basing his instruction on four key principles. Frank knows these principles by heart. In fact, he’s so good at explaining them to others that his playing companions feel that they are getting the benefit of professional advice without having to pay for it. However, Frank isn’t always able to put these principles into practice. Sometimes everything clicks for a hole or two but rarely for more than that. Frank scored in the low 90’s when he began his lessons, and he typically scores in the low 90’s now.
Passion and Purpose/ Gano!• • ____ 2. Maria has completed her dissertation and has just accepted a
job in the Department of History in a major research university. As she packs up her apartment, she finds herself thinking about the course that started her on her way, an introductory course on 19th century European history. Although she doesn’t remember much about the specific content (in fact, she chose an entirely different area for her own specialty on the role of immigrants in the labor movement) and has rejected the type of historiography her professor did, she does remember the passion that Professor Neal displayed in her teaching, and the profound conviction she expressed that “doing history” matters. That was the first time Maria thought that studying history could make a difference, and that being a historian was a worthwhile pursuit.
What is enduring understanding? Vs. what works in the moment – what are we really trying to achieve?
• _____3. Peter recently moved with his two small children to a
house in the city on a street far busier than the one they lived on in the suburbs. Peter explained to his kids, ages two and three, that they must never walk in the street because cars were dangerous. One day he was raking leaves while the kids were playing. He turned his back for a minute or two and looked back, horrified to see his kids jumping in the leaves he had raked into the street. He ran to the kids and slapped their hands, the first time he had ever physically disciplined them. The children were shocked and burst into tears. Neither child ever went in the street again.
What constitutes the process of learning? Understanding?
• _____4. As Jude looks back on high school, she realizes that her favorite class was
sophomore English. It was different than any other class she had ever taken - maybe it was this uniqueness that made it powerful and special for her. In this class there were no formal assignments. Her teacher, Mr. James, began the year by soliciting topics from the class that were of interest to them and that were also of social significance. He then brought a wide variety of materials in on these topics - ranging from articles and videos to classic pieces of literature. He also encouraged them to find their own information. Students spent almost all of their time reading and thinking about these issues, usually on their own. Each week, discussions and debates would be held in small groups. At the end of each quarter, groups formed and created “knowledge documents”. They were free to choose their topics and their projects. During the year, Jude had participated in creating a museum display, a video documentary, a hypermedia document, and an informational website. Each quarter ended with a “Family and Friends Night” where these projects were shared. Though Jude couldn’t remember Mr. James ever actually instructing her in any way, she had never read so much or been so motivated to learn. And though she couldn’t really name what she’d learned, she knew it had to do with asking questions, working alone, and working with others.
What’s not to like? The issue of transfer
• 5. Tom has a piano competition coming up soon. His teacher has gone through Tom’s piece with him several times, note by note, explaining every detail. His teacher has also recorded the piece the way it should be played. Tom listens to it all the time; he even falls asleep with his Walkman on. Tom practices hours every day until he plays the piece exactly the way his teacher did. At the competition Tom plays the piece just as he had hoped and he wins first place. His parents have never been so proud.
Vygotsky; inquiry and apprenticeship into expertise; the ZPD, the social nature of
knowledge; knowing and doing
6. Arlene is working this summer with her uncle, who is an electrician. He insists that she know how to do everything, and that she understands why they do things the way they do. It is hard, frustrating, challenging, but fun - and she feels like she is learning a lot. Her uncle often tells her: “I want to help you understand electricity the way electricians AND physicists understand it.” To this end, they began playing with batteries, conducting wire, and light bulbs to make different kinds of circuits. Her uncle then asked her to articulate rules of electrical circuits. He then took what she thought and set up experiments that contradicted what she thought. He often said to her: “Observe, explain and observe again!” Pretty soon her uncle would ask her to explain problems that she saw on the job and to talk him through his repairs. Soon after that, he let her do her own work, under his careful eye, then allowed her to work on her own. Arlene felt like she really knew about electricity, and that every day she knew a little bit more that built on what she knew before. Still, this kind of learning took a long time, and there were still things she didn’t understand and that her uncle wouldn’t let her do.
How Do We Learn?
1. Think about something you learned to do?
2. Why did you want to learn it?3. How did you learn it?4. How did you know you learned it?
Essential Questions to Guide Our Work…
• When and how is teaching most powerfully enacted? Under what conditions does learning most powerfully occur?
• How can the Gradual Release of Responsibility Model build capacity in my students as learners?
• How do I sequence instruction to effectively transfer the load of cognitive complexity over to my students?
• What are effective scaffolding techniques to use with my students as I transfer responsibility for learning and knowledge over to them?
Gradual Release of Responsibility: an Effective Delivery Model
“The gradual release of responsibility model of instruction stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility.”
Duke and Pearson, 2002, p. 211
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.
But…
In some classrooms …
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.
And…In some classrooms … it’s just assign and
assess . . .
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.
And Still…In the “Good Enough” Classroom
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.
Just “Getting the Job Done” is not enough.
Debbie Moore Foster & Sarah King Veigel Boise State Writing Project
Clarifying Some Terms…
• What is sequencing?
• What is scaffolding?
• What’s the difference between the two?
Principles of Sequencing
From… To…Easy Hard
Immediate Imagined
Close to Home Far From Home
Familiar Unfamiliar
Oral Written
Concrete Abstract
Visually, visually supported Textual
Short Long
Stated Implied and Inferred
Collaborative and Socially Supported
Individual and Independently Maintained
Scaffolded and Assisted Activity Independent Activity
Framework for Implementing the Gradual Release of Responsibility Model:
• Focus Lesson: Modeling
• Guided instruction: Mentoring
• Collaborative Learning: Mentoring
• Independent Experiences: Monitoring
Lesson Delivery Sequence
• Model: Focus Lesson– How will I focus my students on what they need
to learn? How will I show my students what they are expected to do?
• Mentor: Guided Practice– How will I help my students practice? How will I
differentiate instruction?
• Mentor: Collaborative learning– How will I incorporate collaborative structures?
• Monitor: Independent Practice– How will my students become independent
learners? How will they demonstrate independence?
“I DO”Focus Lessons:
“I DO” Focus Lessons
Types of Focus Lessons:–Modeling–Think Alouds–Metacognitive Processing–Explicit/Direct Instruction
“I DO”…Modeled Instruction
• Modeled Instruction– Select examples aligned with guided
practice, independent practice, and assessment.
– Demonstrate how to complete examples step by step.
– Verbalize thinking• teacher think-a-loud• forming mental pictures,• connecting information to prior knowledge, • creating analogies,• clarifying confusing points, and/or • making/revising predictions.
Modeled Instruction is…
Demonstrating the strategy or
skill in a context of use
Thinking aloud (how and why)
Thinking through the process
Students observing and listening
Modeled Instruction is not…
Extending direct instruction
Lecturing
Asking questions and students answering (I.R.E. Model—Initiate, Respond, Evaluate.)
Students working or using the strategy
Showing an end product without demonstrating the process
Explicit & Modeled Instruction (I Do)
Teacher Behavior:• Initiates• Models• Explains• Thinks aloud• Shows how to do it
Learner Behavior:• Listens• Observes• Creates an example based on teacher model
“WE DO”Guided Instruction:
“WE DO”… Practice with feedback
Provide guided practice with feedback so students have opportunity to practice desired learning.
An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s direct supervision.
Guided Practice Formats
Collaborative Structures
Cooperative Learning Groups
Cooperative Pairs
Working Individually with a student
Guided Practice
• 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-Loud” to justify thinking and explain logic.
• Incorporate Collaborative Structures for additional practice with peer support.
• Conduct Checks for Understanding throughout the lesson.
Guided Practice is…
– Doing it together
– Bridging instruction to independence
– Working together in whole or small groups
– Differentiating instruction
– Checking for understanding
– Facilitating the skill development
– Responding to student needs
Student Accountable Talk
Ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Loud” to justify thinking and explain logic.Ask “Why” and “Why Not” questionsUse Higher Order Thinking question stemsScaffold questions to reach higher order
thinkingAllow students’ extended time to prepare
responsesRequire use of content specific vocabularyReference vocabulary acquisition tools
(interactive word wall, lesson vocabulary on whiteboard, foldables, skill process posters, etc.)
Checks for Understanding
Conduct Checks for Understanding throughout the lesson.Thumbs Up/Down/MiddleWhite Board ResponsesResponse CardsStudent Accountable TalkJournal ResponsesCornell Notes SummariesBoard RacesExit Tickets
Guided Practice is not…
Working independently without teacher support
Working in pairs or groups without teacher support
Supporting every student the same
Guided Practice
Teacher BehaviorsDemonstratesLeadsSuggestsExplainsRespondsAcknowledgesAnswers Questions
Student Behaviors Listens Interacts Questions Collaborates Responds Tries out Participates
“YOU DO IT TOGETHER”
Collaborative Learning
Collaborative Learning IS:
• Engagement in meaningful tasks to support ongoing learning
• Positive interdependence• An opportunity for face to face
Interactions• A time for individual and group
accountability• Meaningful group processing on
progress
Collaborative Structures
Pair and Square Quads
Reciprocal Teaching
Literature Circles/Book Clubs
Labs and Simulations
Jigsaw
Rally Table
Pairs Check
Numbered Heads Together
Talking Chips
Team-Pair-Solo
Collaborative Learning is NOT
• A time to introduce new information• “Group Work” in which a single
product is produced by the group• Ability Grouping• Independent seatwork
“YOU DO IT ALONE”
Independent Learning Tasks
“YOU DO”… Independent Practice
Through Independent Practice, students have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own away from the teacher’s guidance.
About.com: Elementary Education. 2010. Independent Practice. The New York Times Company.
Available on-line: http://K6educators.about.com/od/lessonplanheadquarters/g/independent_pra.htm
“You Do” (student)
A transition from guided practice and collaborative learning
Students working on their own, in pairs, or small groups to accomplish task
Teacher monitoring for understanding
Teacher providing specific feedback about progress
Independent Learning is
Independent LearningStudent
Behavior Applies learning Takes charge Practices Problem solves Approximates Self-corrects
Teacher Behavior Scaffolds Validates Teaches as
needed Evaluates Observes Encourages Clarifies Confirms Coaches
Explicit Instruction
Modeled InstructionGuided Practice
Collaboration
Independent Practice
Gradual Release of
Responsibility