Helping Students Get Ahead with the Gradual Release of Responsibility
Wednesday, December 13, 2017 @ 2:00 pm - 3:00 pm EST
If you attend the live session, you’ll be emailed a CE certificate within 24 hours of the edWebinar. If you view the recording and would like a CE certificate, join the Differentiating Instruction with Educational Technology community and go to the edWebinar Archives folder to take the CE quiz.
As educators, how can we inspire students of wide-ranging abilities and across a broad spectrum of literacy development to assume growing responsibility for their own learning? How can we foster student independence while providing powerful, engaging instruction and opportunities for interaction and collaboration? How can we design lessons so students build confidence with the cognitive skills that will enable them to succeed when faced with challenging academic tasks in the future?
Join teacher-consultant Heather Anderson, co-author of Text Dependent Questions K-5 and 6-12 with Dr. Doug Fisher and Dr. Nancy Frey, to discover proven methods for helping your students build independence as they progress towards college and career success. In this edWebinar, you’ll gain insights about:
- Using the gradual release of responsibility (GRR) model and scaffolded classroom instruction to drive success for all students
- Why a focus on establishing purpose (content, language, and social) in your classroom empowers your students, and how the multiple types of purpose interact
- Strategies for avoiding common pitfalls that teachers encounter during focus instruction, guided instruction, collaborative learning, and independent learning
- How anytime/anywhere access to “just-right” leveled content fits within GRR practices, including specific examples for engagement and interaction across the curriculum and beyond the school day
- The ways formative and summative assessments can inform GRR instruction
K-12 classroom and special education teachers, instructional leaders, and professional development specialists, as well as those curious about how the GRR model improves student learning, are invited to attend this edWebinar.
About the Presenter
As a classroom teacher of English, Mental Health, and upper division Spanish courses at Health Sciences High and Middle College in San Diego, California, Ms. Anderson focuses on full inclusion and accelerating the learning of her English Language Learners. Ms. Anderson is known nationally and internationally for her experience with the Gradual Release of Responsibility Framework, formative and summative assessment, differentiated instruction, collaborative learning, and close reading. She works with districts and sites to transform instructional practice in order to meet student needs. She currently consults across the United States, working with districts, leadership, and classroom teachers to transform classroom instruction to meet the needs of all students. Ms. Anderson has written numerous articles on reading and literacy, essential questions, and close reading. She co-authored Text Dependent Questions K-5 and 6-12 with Drs. Fisher and Frey.
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