Gradual Release of Responsibility

In this podcast, created by the International Reading Association the benefits of gradual release of responsibility are discussed. It is an interview with Nancy Frey, co-author of an article in the September 2009 issue of The Journal of Adolescent and Adult Literacy. Discussion points include teacher modeling in areas of expertise, and the importance of productive group work, which includes "wrestling" with concepts reflecting various degrees of participant understanding. According to the article written, group work is a reflection of skills needed in the adult work world; thus, productive group collaboration becomes preparation in thinking and problem-solving for higher education and situations outside of students' school experience. The language that comes forth from the problem discussed is more productive than a replication of a demonstration.

Who's Leading Vocab Strategy? (Student Ownership in Learning)

Our first question, after students have logged their grades is, "Who's leading vocab strategy today?" Almost all of the time we have a volunteer, but occasionally we have to ask a student. Sometimes they lead for the extra point that comes with the role; however, most of the time the students who volunteer like being in charge, like to own their learning. Every day we have a class period where students are jockeying for the leadership role. If neither wants to acquiesce, we usually suggest that both volunteers assist in the process.
Every day we have a vocabulary word, taken from a content area, and the students have been taught various strategies to break down the word, creating meaning, along with a graphic organizer to provide the visual. They find key words in the definition, read the model sentence (provided for them) to understand the word in context. Then, they go about the process of identifying synonyms or use the textbooks to find related words, depending on the strategy format.
It's pretty cool to see students directing their classmates to the thesaurus on each table or hearing them remind their classmates to "hop on dictionary.com". Sometimes the words that they find lead them to dictionaries, since we don't write down words that we don't know. Everything must have meaning. One word leads to the next.
When they find the four required synonyms, they each draw a picture on their graphic organizer, a nonlinguistic representation, to activate more brain activity, intended to cement the word meaning. We know, however, that we need repeated exposure to claim these words as our own, understand and know how to use them. We have a strategy for that, too!!

No packets (Providing Options for Learning Styles)

He's brilliant, this student of mine, yet he is in jeopardy of losing most of his credits for the year, repeating ninth grade. He can be obnoxiously loud at times, distracting others in his classes, not really caring how it affects his teachers or their response to him. He never sees their side to his misbehavior, always contending that they "don't like" him.
He failed Global Education, but isn't stressed out about having to take it again next year. He'll think about that when the time rolls around. He'll get the credit.

"Even if you have to do all the packets?" I asked. Yeah, he knows that and he'll do them.
"I have an idea for you. Take it this summer. This teacher is teaching it a different way....no packets. It's all reading discussion and strategy work."
"I can't. I have to go to all the native ceremonies." I tell him I'll give him a day to think about it."
"This is your one chance to get your Global Education credit without doing packets." I remind him the next day. "That's why you failed the class, remember? You didn't do the packets. This is your one and only chance."
"OK, I'll do it. I have a hard time waking up and getting to school by 8:00, though."
"If you're in this class, you will lead your classmates in text discussion. I think you'll be in class. That's where you shine, where you get to talk about what goes on in that great mind of yours."

I know this is the best class format for him. He needs to interact. He needs to own the material. I hope he is able to maintain the 8:00 time commitment.

My Next Chapter

An educator in the public schools for the last 29 years, I am bringing along on my next journey in education a compilation of everybody I've worked with, learned from: the students, springboards, showing me, leading me to what's meaningful; the parents, advocates with me for their children; student teachers, fresh eyes on old ideas; staff of similar and different pedagogic views, making me take a second look at things; my family living my intensity at home, sometimes carried over from school.
I plan to move forward with the same intensity; I don't know any other way to be. My intensity drives me, propelling me to find answers, better ways of doing things, preventing me from stagnating. I look forward to finding out what it is that will motivate me like the last 29 years.