The document outlines steps for an activity using origami folding and the gradual release of responsibility model for instruction. It includes directions for folding origami whales, frogs, and swans. It then presents charts and questions for groups to discuss their experiences with different learning activities and levels of teacher responsibility versus student responsibility in lessons. Finally, it provides information and guidance for implementing the gradual release of responsibility instructional framework in the classroom.

1. Dawn Bingham, West Florida Curriculum Coordinator Wendy Molina, Kissimmee Charter School, Sunshine Region, FL Stephania Sherman, North Florida Education Specialists

2. 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.

4. 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.

6. Whale

7. Jumping Frog

8. Swan

9. What were you feeling during each lesson? What were the supports you during the lesson? What were the challenges?

10. 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.

11. 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.

12. I show you how I fold origami. Now you fold origami.

13. I show you how I swim. Now you swim .

14. 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.

15. You do it alone-“sink or swim”

16. You jump in alone or “sink or swim”

17. 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.

18. I show you how Ito fold origami. I give you cues, prompts and questions. You practice independently.

19. You practice independently. I show you how I swim. I give you cues, prompts and questions.

20. 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.

23. Instructional delivery increases the probability of success because: content is more accessible. content is remembered over time. Kame’enui & Simmons (1990)

24. Goals and Objectives Preparedness Explicit Systematic Scaffolding Corrective Feedback Modeling Pacing

25. HO1_Effective Instruction Chart 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?   

26. Cyclical Process Explicit Instruction Guided Practice with Collaborative Structures Independent Practice Modeled Instruction

27. Increase Instructional Consistency

28. Teacher must clearly establish a purpose Three methods used most often in focus lessons are: Modeling Metacognitive awareness Think-alouds 5-20 minutes

29. Explicit instruction involves direct explanation Teacher directives are specific and concise to ensure implementation accuracy Lesson format reflects frequent student/teacher interactions

30. “ 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.

31. is carefully planned and organized; includes a prescribed order of skill introduction; offers lessons that build cumulatively with frequent review of previously taught skills

32. Modeling makes thinking processes visible for students Language used in modeling should be clear, concise and explicit

33. 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.

34. 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

35. Guided Instruction

36. 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

37. 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.

39. 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.)

40. 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

41. Activating Prior Knowledge Strategies Graphic Organizers Brainstorming and Categorizing Anticipation Guide Word Splash Know - Want to Know – Learned (KWL) Corners

43. What does it take to make a task engaging and interactive?

44. 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.

45. Students work together to solve problems, discover information, and complete projects Students use the “language of the lesson”

46. It is not : Ability grouping For introducing new information or new skills

47. Students are… consolidating their understanding negotiating understanding with peers engaging in inquiry applying knowledge to novel and real life situations

48. Incorporate Collaborative Structures for additional 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

49. 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 Handout

50. Independent Learning: Not Just “ Do It Yourself” School

51. Traditional homework occurs too soon in the instructional cycle.

52. 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)

53. 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.

54. 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

55. 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

56. 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

57. 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?

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

59. 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

60. 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