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Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility 1st Edition

4.2 out of 5 stars 12 customer reviews
ISBN-13: 978-1416606352
ISBN-10: 1416606351
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Editorial Reviews

About the Author

Nancy Frey, Ph.D., a Professor at San Diego State University received the 2008 Early Career Achievement Award from the National Reading Conference. Dr. Frey has published in The Reading Teacher, English Journal, Remedial and Special Education, and Educational Leadership. She has co-authored more than fifty books on English Learners (Language Learners in the English Classroom), assessment (Checking for Understanding), writing (Scaffolded Writing Instruction), literacy (Reading for Information in Elementary School) and vocabulary (Learning Words Inside and Out). Dr. Frey teaches a variety of courses on reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs. She also was a third grade classroom teacher.
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Product Details

  • Paperback: 146 pages
  • Publisher: ASCD; 1 edition (February 4, 2008)
  • Language: English
  • ISBN-10: 1416606351
  • ISBN-13: 978-1416606352
  • Product Dimensions: 9 x 6.1 x 0.3 inches
  • Shipping Weight: 6.4 ounces
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (12 customer reviews)
  • Amazon Best Sellers Rank: #511,225 in Books (See Top 100 in Books)

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Customer Reviews

Top Customer Reviews

By T. L. Knight on November 27, 2012
Format: Paperback
As a new-to-the profession educator, I've devoured professional text after professional text - Gallagher, Anderson, Weaver, Burke, Hillocks...the list goes on. Reading these texts has given me a wonderful supplement to aid in achieving the steep, stressful learning curve that comes from being in one's first year in the English teaching profession.

That said, I am finally reading this book, which my district has decided to use as its basis for instruction, and it has changed my paradigm of thought. No longer do I feel the need to devour others' texts to copy and manipulate strategies of other, more seasoned professionals. While I will still borrow from them, after reading from this book, I am starting to understand how it all is supposed to come together to help maximize student learning. I am learning where I went wrong in my first half year, and I am beginning to understand how to start teaching a skill, how to progress through a release of responsibility for doing the skill from the teacher to the student, and how to finally make certain that the students are getting it.

It isn't all about "aha moments," the concept of which had me searching high and low for mind-blowing activities based on best practice strategies - I had these, and sometimes they worked, but twice as often they flopped. Why, I asked, as I banged my head on my desk. The answer is coming to me...it is because I usually asked students to do a task that I have not taught them how to do, not thoroughly, not in a way that moves from an explanation of my professional expertise, to my guidance as we work together, to my guidance as they work together in small groups, and finally to their individual mastery.
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Other educator's ideas, repackaged and re-branded. The book also has few (if any) examples of applying the "gradual release" model to more in-depth or longer-term concepts. Read Dewey and Vygotsky instead.
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I attempt to teach in this way. I never had the structure that is logically explained in this book. This book put logic and much better strucure in my teaching. I checked out Doug Fisher. His awards and publishing are a small part of a teacher/author credibility. From what I can find, Doug Fisher has the experience in the classroom to make him very credible in my views. I am promoting this book to my math department and all my peers throughout my district.
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This is the first book I read about scaffolding. I have a lot of teacher resource books, and there are many books that I give away, but this is a book I am holding onto. I love how clear and concise this book is. It's a very great introduction on how to scaffold lessons in the classroom!
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As a principal, this book provided me with focused questions to ask of my teachers during observation conferences. The specific strategies for modeling and the development of focus lessons was helpful to evaluate instructional practices.
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I bought this book for a graduate level curriculum class. I found it to be very well written, concise and easy to understand. If you are in education in any way, this book will help you keep your lesson plans focused on what is important. The Student!!
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