Embedded Files
Guiding Questions
Guiding Questions
How will you make sure that all students can access the content of your lesson?
How will you challenge the highest skilled students in your class?
How will you support the lower skilled students in your class?
Modeling
Modeling
Teacher modeling is arguably the most important part of the gradual release model as it is where the teachers demonstrate the thinking and cognitive steps required to complete the task that students will be asked to do.
Modeling lives in the "I do" and "we do" steps of gradual release and should be done before any type of task that students are being asked to complete for the first time.
Think-alouds & Teacher Preparation
Think-alouds & Teacher Preparation
When students are first exposed to a skill or activity, they usually require a physical model of what the work should look like as well as a cognitive model of the thinking required to be successful on the assignment.
In a think-aloud, the teacher takes students through an example problem or question (USE YOUR DOCUMENT CAMERA TO DO THIS), explaining the thinking behind each step of their process.
This means that teachers need to think through which skills or thinking moves will be challenging to students and anticipate questions that students may have so these skills will be explicitly demonstrated during the think-aloud and the anticipated questions will be answered clearly.
Guided Practice
Guided Practice
Next Steps: Guided Practice and Checks for Understanding
Next Steps: Guided Practice and Checks for Understanding
After the teacher performs a think-aloud, the next step of the gradual release process is to guide the class through the classwork as a group. This can take a few forms:
Option 1 - Completing a section of the work together as a class: Here the teacher asks the questions that need to be answered to complete the the task to the whole class and completes the work with answers from the class. This strategy is especially useful when introducing a new concept or type of problem/task for the very first time.
Key considerations:
Consider how much of the work to do as a whole class. You want to make sure students know what to do/how to do it and have the chance to address points of confusion and misconceptions, but the longer you extend this whole class activity, the more you run the risk of students checking out and simply waiting for the answers. Make sure to explain that the reason you are doing this part of the work together is to make sure everyone understands
Pay attention to who is/isn't participating in answering the questions. Often, a few students answering the "whole class" questions can give the impression that more students understand the work than actually do. Also, if students are sitting in groups, distributing students who usually understand what to do around the room can help you ensure other students have additional support accessing the work once the guided practice ends and students are released to work collaboratively.
Option 2: Completing a section of the work in groups and debriefing as a class: in this approach, after the teacher has modeled how to complete the task with a "think aloud" and completed a basic check for understanding, students work on a small section of the task or a specific problem in groups for a prescribed amount of time. Then, the teacher brings the class "back" and uses student answers to complete an exemplar version that the whole class can then use for reference.
Key considerations:
The main benefits of this strategy are:
By asking students to attempt a task based on the modeling/think-aloud done by the teacher, students are required to actively think about the work earlier, helping the teacher get a more accurate picture of where students are in their understanding.
With students working in groups, the teachers can circulate the room and check on students who they anticipate might struggle with specific aspects of the task. This allows for a small amount of differentiated instruction during the guided practice stage.
This strategy may not work when students do not have enough practice with the type of task, are not provided with a clear model, or the directions for the task are not clear. If this is the first time students are performing a type of task or applying a concept, it might make sense to spend more time completing a section of the work as a whole class.
Teacher Checklist for Modeling + Guided Practice
Teacher Checklist for Modeling + Guided Practice
I do: (Modeling)
Content vocabulary is emphasized and explicitly taught when necessary
Teacher sets the purpose for learning. (Does the teacher clearly state and display the skill or learning target? Is the skill appropriately rigorous for the grade level? Is the purpose of the lesson evident and based on what students are doing?)
Teacher models or demonstrates and thinks aloud. (Does the teacher model the skill and simultaneously use a think-aloud to explain his or her internal thoughts of how to implement the skill? Does he or she include any common mistakes or misconceptions students might make when applying this skill, as appropriate?)
Whole class teacher talk is limited and efficient, to help with clarity of instruction and allow processing time
Teacher invites students to minimally participate, such as turn and talk, thumbs up or down. (Do students participate in some way so the teacher can informally check for understanding)
We Do: (Guided Practice)
Students practice the skill. (Does the teacher purposefully pair or group students based on similar needs? Does the activity align to the learning target?)
Teacher circulates among the class, providing feedback. (Is the teacher questioning, prompting, and discussing the skill with students?)
Teacher differentiates instruction. (Is the teacher redirecting, remediating, or repeating information or extending instruction? In other words, is the teacher scaffolding instruction for those who struggle and extending instruction for those needing more challenge? How will the teacher assess learning?
Examples from ACCE:
Examples from ACCE:
Waltz Vocabulary Modeling.MOVMs. Waltz modeling a vocabulary activity.
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