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Gradual Release: A Way of Work

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on 14 August 2013

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Transcript of Gradual Release: A Way of Work

A Way of Work: Gradual Release
Gradual Release
Explicit Instruction is telling the what, why, how, and when.

Modeled Instruction is demonstrating the strategy or skill, thinking aloud, thinking through the process and having students listening and observing the teacher.

"We Do"
This is the time where students get to practice what the pro modeled for them with support from their peers and teacher.

Teachers act as the net to catch students from falling during this time.
You Do
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

The Lesson Plan

Objective: Teachers will gain an understanding of how to use Gradual Release and Rotations to help move students.

Essential Question: How can I use my data to drive gradual release and rotations in my classroom?

Home Learning: Teachers will implement the gradual release model and rotations in their own classrooms driven by student data.
Configuration Board
What is it and how do I do it?
"I" Do
What the "I" Do Explicit Instruction is...
It's introducing the what, why, how, and when.

It's making connections to previous learning. Getting the schema activated and linking old learning prepared for new learning!

It's setting a purpose for instruction.

It's introducing key vocabulary.
Explicit and Modeled Instruction
What the "I Do" Modeled Instruction is...
It's demonstrating how to do the strategy or skill.

It's thinking aloud.

It's thinking through the process to show how to problem solve.

It's having the students listen and observe what the pro is doing.
What we should not see during the "I Do"...
Teachers should not be lecturing. This is the time that teachers are actively demonstrating how to do a particular skill or strategy.

Teachers should not just show the end process. Students need to see each step from beginning to end.

Students should not be working or answering questions. This is the time for them to observe a pro.
Guided Practice
Guided Practice Formats
collaborative structures
cooperative learning groups
cooperative pairs
one on one assistance
What is the teacher's job during "We Do"...
The teacher should ask higher order questions that will promote students to engage in accountable talk.

The teacher should check to make sure that students are understanding their new learning.

The teacher should allow students to collaborate.

Monitoring Students is the Key!
During the "We Do" it is important to monitor students for understanding so that the teacher can:
differentiate instruction
correct misconceptions
build student independence
respond to student needs
answers questions
clarifies thinking
tries out
Independent Practice
"You Do"! Release Them!
During the "You Do" time students are working on an authentic task that allows them to practice what they learned on their own!

Not all students will make it to the "You Do" stage on the same day!
Use the data gathered from this stage to plan for differentiation! Who still needs support?
Who is ready to move on?
What shouldn't we see?
students working on assignment without prior instruction
working in a small group with a teacher
summative assessment
work unrelated to the learning objective
Not everyone can teach
Let's take a few minutes and agree on the expectations we want to set for ourselves.

This will help ensure that each person feels respected and understands what the group expects from the individuals present.
Group Norms
Ice Breaker
Who Done It?
1. Take a pen and a note card.
2. On your note card, write one thing that you have done that no one knows.
i.e. I have been attacked by a giraffe.
3. Place your card face down in the center of your table.
4. Read your new card and try to figure out who it matches. We will take turns guessing and the person it belongs to can only say yes or no. If you guess correctly you win a prize.
For the first four weeks rotations can be generic.

The data we have provided is limited, although is very useful.

The expectation for the first two weeks of school is that rotations consist of the following:
4 different rotations
15 minutes per rotation
1 teacher led rotation - THINK RUNNING RECORDS and ANECDOTAL NOTES
1 SuccesMaker Center - Laptops will be distributed tomorrow
2 other reading focused centers such as word work, fluency, nonfiction, independent read wih an accountability piece
Full transcript