Better Learning Through
Structured Teaching
Doug Fisher
www.fisherandfrey.com
TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
(c) Frey & Fisher, 2008
In some classrooms …
TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
(c) Frey & Fisher, 2008
In some classrooms …
TEACHER RESPONSIBILITY
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
(c) Frey & Fisher, 2008
And in some classrooms …
TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided
Instruction
“We do it”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
(c) Frey & Fisher, 2008
Purpose = Expectations
TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
(c) Frey & Fisher, 2008
The established
purpose
focuses on
student
learning,
rather than an
activity, task, or
assignment.
Which are
Learning Goals?
1)
Students will successfully complete the exercises in the
back of chapter 3.
2)
Students will create a metaphor representing the food
pyramid.
3)
Students will be able to determine subject/verb agreement
in a variety of simple, compound, and complete
sentences.
4)
Students will understand the defining characteristics of
fables, fairy tales, and tall tales.
5)
Students will investigate the relationship between speed of
air flow and lift provided by an airplane wing.
Which are
Learning Goals?
1.
Students will successfully complete the exercises in the
back of chapter 3.
2.
Students will create a metaphor representing the food
pyramid.
3.
Students will be able to determine subject/verb
agreement in a variety of simple, compound, and
complete sentences.
4.
Students will understand the defining characteristics
of fables, fairy tales, and tall tales.
5.
Students will investigate the relationship between speed of
air flow and lift provided by an airplane wing.
Students
understand the
relevance
of the established
purpose.
Relevance
requires…
…making connections between the
subject and its application outside of the
classroom walls.
Relevance
requires…
…opportunities to
learn about oneself as
a learner.
Relevance
requires…
… learning for
learning’s sake.
TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
(c) Frey & Fisher, 2008
Modeling
• Why?
– Humans mimic or imitate
– Students need examples of the type of
thinking required
– Facilitates the use of academic
language
Thinking Aloud in Math
Background knowledge (e.g., When I see a triangle, I remember
that the angles have to add to 180.)
Relevant versus irrelevant information (e.g., I’ve read this
problem twice and I know that there is information included that I
don’t need.)
Selecting a function (e.g., The problem says ‘increased by’ so I
know that I’ll have to add.)
Setting up the problem (e.g., The first thing that I will do is …
because …)
Estimating answers (e.g., I predict that the product will be about
150 because I see that there are 10 times the number.)
Determining reasonableness of an answer (e.g., I’m not done yet
as I have to check to see if my answer is makes sense.)
The sum of one-fifth p and 38 is as
much as twice p.
Okay, I’ve read the problem twice and I have a sense of what they’re
asking me. I see the term sum, so I know that I’m going to be adding. I
know this because sum is one of the signal words that are used in math
problems. I also know that when terms are combined, like one-fifth p,
they are related because they make a phrase ‘one-fifth of p’ so I’ll write
that 1/5 p. The next part says and 38, so I know that I’ll be adding 38 to
the equation. Now my equation reads 1/5p + 38. But I know that’s not
really an equation. I know from my experience that there has to be an
equal sign someplace to make it an equation. Oh, they say as much as
which is just a fancier way of saying equal to. So, I’ll add the equal sign
to my equation: 1/5p + 38 = . And the last part is twice p. And there it
is again, one of those combined phrases like one-fifth p, but this time
twice p. So I’ll put that on the other side of the equation: 1/5p + 38 = 2p.
That’s all they’re asking me to do. For this item, I just need to set up the
equation. But I know that I can solve for p and I like solutions. I know
that you can solve for p as well. Can you do so on your dry erase
boards?
Modeling Comprehension
•
•
•
•
•
Inference
Summarize
Predict
Clarify
Question
•
•
•
•
•
Visualize
Monitor
Synthesize
Evaluate
Connect
Word Solving
• Context clues
• Word parts (prefix, suffix, root, base,
cognates)
• Resources (others, Internet, dictionary)
Using Text Structure
• Informational Texts
– Problem/Solution, Compare/Contrast,
Sequence, Cause/Effect, Description
• Narrative Texts
– Story grammar (plot, setting, character)
– Dialogue
– Literary devices
Using Text Features
•
•
•
•
•
•
Headings
Captions
Illustrations
Charts
Graphs
Bold words
•
•
•
•
•
•
Table of contents
Glossary
Index
Tables
Margin notes
Italicized words