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Table Of Contents

References
Index
About the Authors
P. 1
Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition

Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition

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Published by ASCD Publications
In the updated 2nd edition of this ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework, an approach that helps students develop into engaged, self-directed learners. Along with tips and tools for classroom implementation, you’ll find new examples and lesson advice aligned to the Common Core State Standards.
In the updated 2nd edition of this ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework, an approach that helps students develop into engaged, self-directed learners. Along with tips and tools for classroom implementation, you’ll find new examples and lesson advice aligned to the Common Core State Standards.

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Publish date: Jan 1, 2008
Added to Scribd: Dec 20, 2013
Copyright:Traditional Copyright: All rights reservedISBN:9781416618294
List Price: $23.99 Buy Now

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10/01/2014

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9781416618294

$23.99

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davidloertscher reviewed this
It is easy to dismiss this book as but another traditional behaviorist teaching methods book. Not so. The subtitle: gradual release of responsibility, is the central point of the book and the central issue for teacher librarians as they integrate the AASL Learning Standards into learning activities. For many years, we as a profession, have emphasized that by teaching information literacy, students become more and more independent learners, confident that they can attack any question, project, or problem in an information-rich world. Now, if we could just ask Fisher and Frey to refocus this book from just a classroom teacher to a co-teaching stance, this book would be a central element in our collaborative work. I wish I could reproduce their model here because it is immediately understandable and thought provoking. The steps leading from teacher responsibility to student responsibility go through the following stages: The teacher teaches a focused lesson and the student does it; the teacher guides instruction and “we” do the task; collaborative learning focuses on “you do it together;” and independent learning strategies mean “you do it alone.” Fisher and Frey demonstrate what each step is not and then proceed to demonstrate each level as they teach the reader methods to make progress from dependent learners to independent learners. If the reader can get over the focus just on the classroom teacher and stretch the ideas here to a co-teaching stance, then this is one of the best brief books of the year.
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