Gradual Release of Teacher Responsibility
- I do, you watch.
- I do, you help.
- You do, I help.
- You do, I watch.
This is a general schema for the development of transfer ability at any age, in any subject.
WHERETO An acronym for Where is it going? Hook the students; Explore and equip; Rethink and revise; Exhibit and evaluate; Tailor to student needs, interests, and styles; Organize for maximum engagement and effectiveness. Considered in greater detail WHERETO consists of the following components:
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Where is the work headed? Why is it headed there? What are the student’s final performance obligations, the anchoring performance assessments? What are the criteria by which student work will be judged for understanding? (These are questions asked by students. Help the student see the answers to these questions upfront.)
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Hook the student through engaging and provocative entry points: thought-provoking and focusing experiences, issues, oddities, problems, and challenges that point toward essential questions, core ideas, and final performance tasks.
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Explore and equip. Engage students in learning experiences that allow them to explore the big ideas and essential questions; that cause them to pursue leads or hunches, research and test ideas, try things out. Equip students for the final performances through guided instruction and coaching on needed skill and knowledge. Have them experience the ideas to make them real.
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Rethink and revise. Dig deeper into ideas at issue (through the faces of understanding). Revise, rehearse, and refine, as needed. Guide students in self-assessment and self-adjustment, based on feedback from inquiry, results, and discussion.
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Evaluate understandings. Reveal what has been understood through final performances and products. Involve students in a final self-assessment to identify remaining questions, set future goals, and point toward new units and lessons.
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Tailor (personalize) the work to ensure maximum interest and achievement. Differentiate the approaches used and provide sufficient options and variety (without compromising goals) to make it most likely that all students will be engaged and effective.
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Organize and sequence the learning for maximal engagement and effectiveness, given the desired results.
（盛群力）
- 明确要求
- 激发兴趣
- 建立期望
- 有序施教
- 区别对待
- 反思完善
- 自我评估
12个步骤：
- 提出问题，激发学生兴趣
- 引入单元学习的关键问题
- 事先交代学生最后的学业表现要求
- 提供直接教学
- 提供基本知识点操练
- 请学生开展深入对话讨论
- 提供一项应用任务
- 引导全班学生讨论
- 提供一项小组应用任务
- 回顾单元教学中最初用于激发学生兴趣的问题
- 布置最后的学业表现要求
- 请学生反思单元关键问题