Weekly Coaching Communication

Make it a great day -- every day!

02 -- 06 May 2016

On the Standards Front . . .

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STRATEGY: Gradual Release


Effective Instruction begins with strategically designed lessons that address the needs of all learners. The Gradual Release framework provides a plan for effective instruction. Below, you will find the phases of gradual release outlined by the teacher and student responsibilities.


According to Doug Buehl's 2005 article, "Scaffolding," "[t]he gradual release of responsibility emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks which they have not yet developed expertise."


The PHASES of GRADUAL RELEASE with TEACHER & STUDENT RESPONSIBILITIES:


Phase #1: Opening: "Let's Connect"

TEACHER: Carefully plan and organize how to gain students attention and make connection to previous knowledge;

STUDENT: Listens and is attentive;


Phase #2: Direct Instruction: "I do it, you interact"

TEACHER: Provide the POD, model the task with think-aloud, provide direct instruction and offer errors to avoid;

STUDENT: Actively listens, takes notes, asks for clarification, and practices with a partner;


Phase #3: Shared Experience: "I do it, you assist"

TEACHER: Provide interactive instruction while working with students; meet with need-based groups, provides additional modeling and provides checks, prompts or clues as students work together with each other and teacher;

STUDENT: Asks and responds to questions; works with teacher and classmates to complete process;


Phase #4: Guided Practice: "We do, you do, I assist, observe and confer"

TEACHER: Moves among groups to clarify confusion, provide support, and teach collaborative structures;

STUDENT: Works with classmates for a shared outcome, collaborating on a shared task; consolidates learning; complete process in small group, looking to peers for clarification;


Phase #5: Independent Practice: "You do, I observe"

TEACHER: Circulates among students to provide feedback and evaluate student work to determine level of understanding/learning;

STUDENT: Works alone with notes, activities and classroom learning to complete the assignment; applies what was learned to a new situation; takes responsibility for the outcome of learning;


Phase #6: Closure: "Let's recap"

TEACHER: Restates POD and checks for understanding; makes application of learning clear and foreshadows how it will lead to next lesson;

STUDENT: Articulates understanding to teacher or peer and reflects on performance as group or individually.


GRADUAL RELEASE cited in NTC (2015) Day 1 Handout, 19 April, 2016. pp. 26-29.

Quick Clicks

Quotation of the Week . . .

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Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**

Monday, 02 May

  • Serve Teachers & Students
  • Classroom Observations
  • Research & Resources


Tuesday, 03 May -- Cadaver Lab w/ Mrs. James 11AM-2PM

  • Serve Teachers & Students
  • Classroom Observations
  • Research & Resources


Wednesday, 04 May -- 7:30 Data Teams; 9AM LATE START

  • Serve Teachers & Students
  • Classroom Observations
  • Research & Resources


Thursday, 05 May

  • Pope/Libolt IC Meeting -- 7:30 AM
  • Classroom Observations
  • Research & Resources


Friday, 06 May

  • Personal Day
  • Senior Trip to MN


Saturday, 07 May -- PROM

Pope's IC Weekly Communication Archive & Index 2015-2016

Click on the link to access prior weekly communications.

Contact Information

Instructional Coach

Center Point - Urbana CSD