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

by Douglas Fisher

Better Learning Through Structured Teaching describes how teachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice (situations where the teacher has most of the responsibility) to collaborative learning and, finally, to independent tasks. You'll find out how to use the four components of this approach to help meet critical challenges, including differentiating instruction and making effective use of class time:

1. Focus Lessons: Establishing the lesson's purpose and then modeling your own thinking for students.
2. Guided Instruction: Working with small groups of students who have similar results on performance assessments.
3. Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project.
4. Independent Tasks: Requiring students to use their previous knowledge to create new and authentic products.

The authors explore each component using student dialogues and examples from a variety of disciplines and grade levels. They provide tips and tools for successfully implementing this instructional approach in your own classroom, including checklists for classroom setup and routines, critical questions, real-world lesson plans, and more. No matter what grade level you teach, Better Learning Through Structured Teaching is your essential guide to helping students develop and expand their capacity for authentic and long-lasting learning.

Genres: Education, Teaching, Nonfiction, Professional Development, School

Paperback

First published January 1, 2008

About the author

Douglas Fisher, Ph.D., is an educator and Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College.

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Reviews

[Sunday]

This is a clear introduction to the gradual release of responsibility - for novice educators or for professional learning providers who are seeking language to make this concept transparent for others. What's different about Fisher and Frey's approach is that they incorporate "collaborative learning" into the gradual release - just before independent learning. So you have -
a focus lesson (teacher explains and models)
guided instruction
collaborative learning (which may take place while others are in a small group for guided instruction)
independent learning

What's essential is that you also read the authors' book Productive Group Work - they tease out the complexities of effective collaborative learning and make it appealing.

Towards the end of Better Learning, though - a novice educator might lose site of how to make this all work - how to lead guided instruction while others are working collaboratively or independently - how to organize the big picture. Some of the authors' suggestions for collaborative work - like literature circles - require their own focus lessons and guided practice. Also, the authors focus on suggesting and do not make clear how the pieces fit together to make a cohesive block of learning time.

[Hanna]

This book is awesome!
*It's concise and short- doesn't take too long to read, which is a huge plus for busy teachers!
*For as much as pedagogical literature emphasizes the importance of a "gradual release of responsibility", they don't really break down how it should look in the classroom. Well this book does!
*Also, this book is fantastic about considering how the framework looks across many different types of classrooms and age levels, while still being relevant.
*There are lots of actually useful infographics, from lesson plans and rubrics to actual handouts!
*The 2nd Edition takes into account CCSS, which I guess is kinda cool if you're into that.

[Doni]

I found the criteria for modeling the most helpful.

[Ben Keppler]

This textbook is, as of now, the only assigned textbook I've read in full for one of my classes. This is in part because 2/3rds of it was assigned (Chapters 2-5), but it wasn't all pain and misery learning about the Gradual Release of Responsibility. I'll definitely choose to glance over it when it comes time to develop my classroom and the strategies I choose to implement.

[Hayden Redelman]

Uninspired.

[Erik Orrantia]

Compared to their other book, , I thought this book offered more practical tools and examples that would help a teacher implement the ideas.

[Hannah]

If you need to refresh yourself on the gradual release method of teaching, this is a great quick read. Included are tough, but needed reminders for good effective teaching. I read this during my teaching credential program and could not be more grateful that this was recommended to me during this time of teaching in Zoom Land and over Google Meets.

[Bellatuscana Bellatuscana]

Overly simplistic introduction to structuring lessons. Basically - to be as detailed as possible in every aspect - even able to defend oneself if someone attacks you. Good to memorize for admin meetings, doesn’t give any real structured feedback for better education. Also assumes a college level independence in children that is very unrealistic.

[Christine]

This is a great book for any educator looking to adapt gradual release as a part of a successful classroom community. Gradual release doesn't have to come in a specific order or way, but it's necessary in order for students to take responsiblity for their learning. Excellent read!

[Vergine Makhmudyan]

This book is great tool to use to understand and apply the Gradual Release of Responsibility in any classroom setting. The authors do a great job at providing examples and commentary.

[Stephanie Kiefer]

"Required" reading for work. I didn't really learn anything new but it may be a good reference book for newer teachers.

[Amanda Walker]

Concise, research-based, and clear. Could be more practical but definitely important reading for any teacher.

[Patrick]

Worth the read for sure.

[Jason Dreier]

New teachers must read this book. Not before teaching, but after three to six months of practice.

[Alice]

4 stars - read in conjunction with a 5 hour webinar series which was illuminating

[LG]

I read this as the primary guide of an ongoing coaching session. In that context, it was very helpful in keeping the conversation and purpose focused. 5* for the work it inspired.

[Beth Huntley]

Great ideas for differentiated learning

[Amelia Wright]

Excellent resource for new teachers and those in student teaching.

[Nate Guteras]

Great tips to engage students in rigorous content across a variety of curriculum and topics. Grounded in years of learning theory, yet delivered in practical applications. (3rd ed)

[Bitz]

Great read about the Gradual Release of Responsibility. I found it practical but enlightening. Not as dry of a read as I thought!

[Morgan Baggett]

Reading for college.

[Hannah]

A book full of new teaching ideas never yet explored or attempted in teaching practice. Lol just kidding. If you are a teacher and you don’t know 99% of this book I am worried for your future. This could possibly be OK for an insomnia cure or for a brand new teacher/somebody starting to be a teacher who has never interacted with children before in the learning environment.

[Declan]

Clear description and support for the gradual release of responsibility model. Adjusted my concept of the model by arguing for the "Collaborative Learning" step in the process. Makes perfect sense to me.

Fisher and Frey are always so clear and comprehensive in their explanations of classroom practice and the research foundation. This is a slim book that clarifies a very high standard for instructional practice. They argue that scaffolds have to well designed, and that students have to move towards true independent practice and application or we just aren't doing what we should. They also show you how.

They challenged my thinking about what small group instruction should look like. Overall this is a very helpful description of the kind of instructional sequence that will actually lead to independent performance for students.

[Julie Mcintyre]

Chock full of interesting bits of info. What I found most useful are charts, calendars, and other tools for implementing and systematizing great teaching ideas that I struggle to bring to fruition. I also made lots of notes in the bibliography to read more Fisher and Frey throughout the upcoming school year.

[Shelley Murray]

Provides a very clear guide to implementing the gradual release of responsibility model in the classroom. Wish I had read this a year ago. Any teacher wanting more research-based information on modeling, scaffolding, and how to be less of a "sage on the stage" and allow students to do more of the thinking should read this book.

[Dr. Stephanie Douglass]

I like the practicality of the concept of gradual release. Students would become proficient in work in the classroom and in their career through this model. With the right execution, this would work well. As a second year teacher, there were a lot of great points that I will take further into my teaching techniques.

[Henry]

This model was around when I started teaching..more or less got thrown out when whole language came along. These folks are brilliant...they added the collaborative piece that was missing from the model way back in 1983.

[Mary]

Very helpful book about creating a learning environment in which students take greater responsibility for learning. Through scaffolding, guided instruction and meaningful collaboration, students can move toward independently applying new learning.

[Sarah]

Overview of The Gradual Release Model. Having knowledge of the subject previously, there wasn't a great deal of new information in this text for me. Would be a place to start if you are new to the idea.

[Meagan]

This book gives a thorough introduction to the gradual release of responsibility model while not seeming overwhelming. I like the number of examples used to demonstrate points. The book is balanced, clear, and approachable, and the topic is extremely helpful and important in the classroom.