PROBLEM OF PRACTICE:
How are we explicitly teaching students the skills to draw meaning from texts?
- How is the GRR and questioning being used to meet students' needs and check for student understanding
- How is feedback supporting students to move their learning forward?
THE PRE-READINGS & TASK
The pre-round task was based on a choice of 3 readings. Participants needed to answer the following three questions for the reading they chose:
Reading 2: 35 Years of the Gradual Release of Responsibility- Thirty- Five Years of the Gradual Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching", S. Webb, D. Massey & K. Flajole, International Literacy Association, 2019.
This article traces the evolution of the gradual release model in literacy learning. The authors argue that: students’ needs, not the model, should drive instructional decisions. They propose a model of GRR that is flexible and where explicit teaching comes as a response to student difficulty rather than as a way to try to eliminate students’ struggles. Download here
Reading 3: Mindsets in Action – Mindset 8: Questions Drive Thinking and Learning - Ron Ritchhart Here is the link https://www.cultures-of-thinking.org/8-questions-drive. This reading highlights questioning as a hallmark of effective instruction. It explores how teacher questioning can deepen understanding, promote curiosity, and strengthen thinking in classrooms.
- What? – What are the most important ideas from the reading.
- So what? – Why does this matter for students learning particularly in terms of reading comprehension
- Now what? – What instructional practices might this prompt us to notice or question during rounds?
Reading 2: 35 Years of the Gradual Release of Responsibility- Thirty- Five Years of the Gradual Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching", S. Webb, D. Massey & K. Flajole, International Literacy Association, 2019.
This article traces the evolution of the gradual release model in literacy learning. The authors argue that: students’ needs, not the model, should drive instructional decisions. They propose a model of GRR that is flexible and where explicit teaching comes as a response to student difficulty rather than as a way to try to eliminate students’ struggles. Download here
Reading 3: Mindsets in Action – Mindset 8: Questions Drive Thinking and Learning - Ron Ritchhart Here is the link https://www.cultures-of-thinking.org/8-questions-drive. This reading highlights questioning as a hallmark of effective instruction. It explores how teacher questioning can deepen understanding, promote curiosity, and strengthen thinking in classrooms.
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THE POWERPOINT prepared by Carolyn wallace-Whelan Download here
INSTRUCTIONAL ROUNDS FOR NEW MEMBERS |
WHAT DO WE SEE AS MOST IMPORTANT FOR THIS POP? |
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